\ r \ tj S. Hrg. 103-625 lU NOMINATION ^_ Y 4. L 11/4: S.HRG. 103-625 Nonination, S.Hrg. 103-625, 103-1 H... HEARING OF THE COMMITTEE ON LABOR AND HUMAN RESOURCES UNITED STATES SENATE ONE HUNDRED THIRD CONGRESS FIRST SESSION ON RICHARD W. RILEY, OF SOUTH CAROLINA TO BE SECRETARY OF EDUCATION JANUARY 12, 1993 Printed for the use of the Committee on Labor and Human Resources to***' * "*f "Sfe, U.S. GOVERNMENT PRINTING OFFICE 81-3S1 CC WASHINGTON : 1993 For sale by the U.S. Government Printing Office Superintendent of Documents. Congressional Sales Office. Washington. DC 20402 ISBN 0-16-044667-8 \ [ \ 'O S. Hrg. 103-625 ^ NOMINATION 4. L 11/4: S.HRG. 103-625 nination, S.Hrg. 103-625, 103-1 H. . . HEAKING OF THE COMMITTEE ON LABOR AND HUMAN RESOURCES UNITED STATES SENATE ONE HUNDRED THIRD CONGRESS FIRST SESSION ON RICHARD W. RILEY, OF SOUTH CAROLINA, TO BE SECRETARY OF EDUCATION JANUARY 12, 1993 Printed for the use of the Committee on Labor and Human Resources "*c '<^e a report before too long — I think we do have to address this question of how many days in school — I know Senator Pell disagrees with me on that— that was said in jest, for the record. I think it is a very fun- damental thing, and how we address that in terms of the Federal Government is not completely clear. I think there can be carrots out there that clearly would be constitutional. It is a decision that ultimately will rest with State and local Gov- ernments, but I think there can be Federal Government encourage- ment, and on the basis of what you have said, I think that follows in line with your philosophy, if I am correct. 56 Governor RlLEY. Well, I definitely think that, as Senator Gregg was pointing out, the "time on task" issue is extremely important. The time in the day and the time in the year that a young person spends in the learning process absolutely impacts the results. And I think we ought to ao all we can to have as much time on task as we can within the system. Again, that is a local issue, a State issue, but certainly one that I would welcome the research capacity of the Department of Education and other ways of supporting anal- ysis of those situations to be used. Senator SlMON. Let me just add again, I am very pleased. I think you are going to provide the leadership the Nation needs. I sense that the President-elect's comments about education are not simply campaign oratory, but there is a genuine, deep-seated commitment, and I think we have a chance to really do some great things for this country, and Fll look forward to working with you in this field. Thank you, Mr. Chairman. Senator Pell. To interrupt for a second, I think it might be in- teresting to find the statistics we have — deplorable ones — on a na- tional basis or on a State by State basis. Thank you, Mr. Chairman. The Chairman. Senator Thurmond. Senator Thurmond. Thank you, Mr. Chairman. Governor Riley, again, we welcome you to Washington, and we feel you will make an outstanding Secretary of Defense — Secretary of Education, that is. Governor RlLEY. They are related, Senator. [Laughter.] Senator THURMOND. While you are passing messages on to the new President, you might tell him that Senator Simon and I have worked on a constitutional amendment to mandate a balanced budget, and we passed it out of committee 2 years ago. It is on the calendar now, and if you will give a little push to it, I think we can get it through. Governor Riley, because of the success of the STAR Schools pro- gram, I have been a strong supporter. South Carolina Educational Television has received several STAR Schools grants and has used these funds to generate innovation and improved instructional pro- gramming for students throughout the State. What suggestions do you have for expanding access to new tech- nologies for students in grades K through 12, and have you been informed of the accomplishments of the South Carolina Educational Television Consortium and similar entities around the country? Governor RnJEY. Yes, Senator, I have. I am very proud of the South Carolina Educational Television system. I think it is prob- ably as strong as any in this country, and I know you join me in that sense of pride in it. Actually, our SCETV has really been used to have a lot of the television programs, even up in Alaska and other places in the country, really coming under the STAR program. It is a quality system, and it gets educational capacity out to all of our schools and to, certainly, adults, and it is used in the technical education system and other ways. The STAR School program is certainly one that rural America is very interested in because I think they see, through the use of 57 technology how you can have highways of education going into schools with proper teaching support. I think it is a very important in the urban areas that we have talked about here earlier, the serious problems in some urban schools, the use of technology will help us provide a more stimulat- ing program there. So I believe that the use of technology is extremely important, and I think we have shown that through our educational television system in South Carolina, and I agree with you in your comments. Senator Thurmond. Thank you. I just have two more questions, since time is running short. Gov- ernor Riley, according to the Wednesday, December 30th, 1992 edi- tion of Educational Daily, total elementary and secondary school enrollment is currently about 47.9 million. Enrollment is expected to reach an all-time or high of 51.6 million by 1996. This is an in- crease of over 9 percent. Do you agree that we must begin now to address this increase, and do you have any particular ideas or sug- gestions as to how we meet this increase? Governor Riley. Well, those are numbers that we all read, Sen- ator, and must analyze, and certainly as Secretary of Education, I would be very much tuned into what is happening out there in terms of the demographics of the public schools and in education £renerallv. The hard part of that is that much of the increase that we are talking about will be children who need special educational help, either because of language difficulties or others. There is a lot of immigration. So you can see not only this increase taking place, but it is an increase in special needs which are more expensive than other student needs might be. So, I think we need to carefully analyze what is happening out there. As we talk about a systemic approach to fundamental change that is involved in providing education for all children, we need to analyze who these increased children are, and what we need to do to provide them the kind of education they must have in this country. Senator Thurmond. Thank you. Governor Riley, as you know, South Carolina has been a leader in Tech Prep, and the Tech Prep program at Tri-County Technical College in Pendleton, SC has received national recognition. Do you feel that if a student decides to pursue a vocational education that he or she should be properly prepared for postsecondary occupa- tional education? Governor Riley. Yes, I sure do. The fact is, I visited with Dr. Garrison and his people at Tri-County, Senator, and analyzed that program, and was very impressed with it. I spent the good part of a day there some few months ago. I am very interested in Presi- dent-elect Clinton's interest in his youth apprenticeship programs that fit very well into the tech prep concept, the two-plus-two con- cept, to get young people in their last years of high school and their first 2 years after high school into this proper education for them to be contributing, successful citizens with good, high-paying, per- manent jobs. I think that the Tech Prep program can be of great benefit to us as we look into those methods, as you said, to provide the kind of 58 education we must for a young person who is not on a college pre- paratory track. You need to also have, in my judgment, a clear opportunity all through those years of preparation for a young person to change di- rection. I think that is extremely important, and I think the Tech Prep program and others are sensitive to that. Senator Thurmond. Any time I can be of assistance, I want you to feel free to call upon me, and since your lovely wife's name nas been mentioned, I just want to say that she has been a tremendous asset to you throughout your entire career, and I congratulate you. Governor RlLEY. I thank you, Senator, and I share that view of help and support, any way that I can be helpful to you. Senator Thurmond. Thank you. Thank you, Mr. Chairman. The Chairman. Thank you very much. Senator Wellstone. Senator Wellstone. Thank you, Mr. Chairman. Governor Riley, I too welcome you. When you came by the office, and we discussed a variety of different ideas about education, I felt really good about it; I felt like there was lightning in the air. You don't treat ideas like an undertaker. I think you have a lot of vi- sion, and I think you have a lot of commitment, and I think that's exactly what we need right now. When you are at the end of this process, let me just give you some forewarning. It is a little difficult to ask some of the questions that have already been asked, and I don't want to do that I would like to highlight some things that have been said, and I hope it doesn't sound like mini speeches; but I want to do a little bit of that, and then I have a couple of very specific questions for you. First of all, I just want to get out on the table something that I think is really important. I hope this is not Senatorial, but when we talk about education of children, I speak about it with a fair amount of indignation. I really believe that the ultimate indictment of this last decade is the extent to which, or the way in which, we have abandoned children and devalued the work of adults who work with children. I really believe that symbolic politics has been played with chil- dren, with politicians wanting to have photo ops, and talking about children and education over and over again — except when it comes to digging into the pockets. The reason that I say that is that whether we are talking about full funding for Head Start, or WIC, or early childhood develop- ment, or making sure that we have a community service program that might be one way that young people, men and women, can go on to school — and not so young; we have to remember where the nontraditionaJ students fit in — or whether we are talking about the question that Senator Dodd raised about equity in school financing and is there some Federal role. I iust would urge you and I would urge the President-elect that while we have to pay attention to deficit reduction and need to bring that deficit down, we also have to make sure that we begin to make an investment in education and an investment in young people now. Otherwise we are going to pay the price over and over 59 and over again. So I would just call on you to provide the strongest leadership on this very basic question. After having said that, let me go to a few specifics, if you will. I mentioned this to you earlier as kind of my litmus test. As Sec- retary of Education, even though these programs are not directly under your jurisdiction, will you call for full funding for WIC? I be- lieve that the most important education program is that every woman expecting a child should have a diet rich in vitamins, min- erals and protein so that her child to-be will have the same chance. So will you support full funding for Head Start, and will you sup- Eort full funding for childhood immunization programs that have een badly neglected— just in terms of leadership? Governor RlLEY. Senator, certainly, I would say that I absolutely believe in full funding of Head Start, full funding of WIC. If we don't immunize children against disease when we have the capacity to do it, that would be a tragedy. I say that, though, followed very closely, as I have mentioned earlier, that as you and I are very aware of the financial situation in this country. I am a person who has great feelings about people, especially children, and especially children with special problems. But, I also have great feelings about being very practical in terms of what we can and what we cannot do. I feel that we have got to weigh those two things together. If it were me, my leaning is in the area of human resources and investment in human resources, as you say, and I think that is al- ways money well-spent. But perhaps we need to look at priorities. We need to look at alternatives. To do what you say would cost a very small amount of money in relation to the whole pie. Perhaps we ought to look at the whole pie very carefully and see that some of the funds that we spend, we could move more into this direction of investment in the future of young children. Senator Wellstone. I thank you. And moving on — again, I think Til put this less as a question because I am mindful of the time constraints— we talked a little bit about community service when you came to my office, and I suggested to you that something I am very interested in as a former college teachers is that when we talk about community service as a way of paying off student loans, I guess there are two points I want to make. One is let's not leave the nontraditional students out, the older students who are going back to school, who may not be able to do it upon completion and taking 2 years out. The other thing is that I think we snould think about ways in which students, even before they go on to higher education, might be able to accumulate credits toward paying off their loans by way of community services. I'd like for us to look at that in broader terms, and again I would just urge you to make sure that this is not a program that all of a sudden we say we don't have the resources to put into it, so that we barely get started with it, when I think people all over this country, in- cluding the large middle class, are looking for a way to make sure that we can afford higher education. m A question on equity. Would you at least be able to think about this conceptually, that there might be a way the Federal Govern- ment—I know, Mr. Chairman, with the Chapter 1 Commission, there has been some discussion of this — that the Federal Govern- 60 ment might be able to play a role by way of incentives through Chapter 1 funding, maybe through summer institutes, circuit rid- ers, and so on, to encourage States to move more toward equity funding in per-pupil expenditure. Do you see a way in which the Federal Government might be able to play somewhat of a different role than we have played in the past, given what Senator Dodd had to say, given Jonathan Kozal's very powerful book, Savage Inequalities, and given the fact that there is such a great disparity in the per-pupil expenditure. It really makes the idea of equal opportunity a lie in our country; it's not true that every child has the same opportunity. Governor Riley. Senator, I would certainly always be willing to look at options that might be there in terms of incentives for States and local districts to be tuned into this business of equity, espe- cially the equity financing issue. I really think it is more of a court question, perhaps, than that. However, I would certainly be willing to talk with you further and to examine the possibilities of something in that regard. I think one thing we certainly can do is what you and I are doing right now, and that is communicating with people about it and at- tempting, then, in a leadership way, to arouse people's sense of eq- uity, and I think that is a very powerful sense in this .country if we can properly arouse it. Senator Wellstone. I appreciate that, and I only have one more question, but let me just add that that has always been my con- cern, and if it is all right, Mr. Chairman, I'd like to both submit my opening statement for the record and also submit some ques- tions to Governor Riley. I have a whole set of questions about longer school days or longer school years and national testing, and the reason I have those questions has to do with in the absence of making some of these other commitments, I am not sure whether or not that really will work for children. I so appreciated your point that the tests that are really worthwhile are the tests that help children. The last question: Do you see a role for the Federal Government in teacher training? Every group of teachers that I have met with always lays that out as one of their number one, if you will, griev- ances, that the teacher training just does not make sense, and we really need to take a close look at what we are doing, both under- graduate and when teachers go back during the summer. ' Governor RlLEY. Well, if you look at business — and a lot of people like to compare public responsibilities with business approaches to things — the idea of professional development, of continuing edu- cation, lawyers continuing legal education, doctors, business people, it is a very important part of their budget — and for a well-run busi- ness, when things get tough, that is not what is cut. It bothers me that in education decisions, one of the first things we cut and one of the last things we seem to give attention to is the resources that are necessary to have professional development and teacher training programs. I have a strong feeling about teachers. I think that some people have spent too much time bashing teachers in some areas, making comments about the teaching profession that are unfair. I have been into lots of classrooms; I have seen lots of teachers at work, 61 and, they are just as tuned into these educational concepts as you and I and anyone else, or more so. Everything we ever did for edu- cation in South Carolina, teachers were involved, and it was not al- ways things that they were very supportive of, but they always threw in for the good of education to help us. So I am strongly supportive of those teachers out there every day, teaching, teaching, teaching, when all of us are out talking about education. And I say this — anything we can do to help them keep abreast professionally with what is happening, and the tre- mendous increase in learning capacity that is needed, I think we ought to do it any way we can. Senator Wellstone. Thank you, Governor. It will be a real pleasure working with you. Governor RlLEY. Thank you. [The prepared statement of Senator Wellstone follows:] Prepahed Statement of Senator Welistone Mr. Chairman, I am pleased to join my colleagues on the commit- tee in welcoming Dick Riley as President-elect Clinton's nominee for Secretary of Education. I commend President-elect Clinton on his excellent choice. When I met with Governor Riley last week there was truly light- ning in the air. There was such a sense of excitement. I can't wait to start working with the new administration and the new Depart- ment of Education. I know that Governor Riley and I share the same vision of the tremendous possibilities for what public edu- cation can be. It is clear that Governor Riley believes in public education. As Governor of South Carolina he demonstrated his strong commit- ment to making sure children are ready to learn when they enter school. The passage of the Education Improvement Act in South Carolina is evidence of his support for improving public schools. He brought together school administrators, teachers, students, busi- ness leaders, parents and government to work together to pass leg- islation to improve the public school system in South Carolina. For too long, public education in this country has been given a bad name. Certainly we cannot ignore the reports that our children are not learning what they need to know to contribute and survive in a knowledge intensive economy. But at the same time we must remember that our public schools have taken on an unprecedented mission. As a nation we have declared our goal to be to provide an education for all children regardless of where they live, what lan- guage they speak, or their family income. We need to rejuvenate and improve our schools, our teachers, and our students. We need to make sure our students are ready for school and that our schools are ready for students. The issues that I am interested in include how do we provide eq- uity in funding and services so all students have an equal oppor- tunity to learn? How can we improve the training of teachers so we prepare our teachers, as well as our students, for a global economy? How do we design and incorporate a national community service plan into public education? Working together we can do great things. We must do great things. Our children and our country depend on it. I look forward 62 to working with you, Secretary Riley. And, I look forward to work- ing with a real "education President." The Chairman. Senator Wofford. Senator Wofford. Governor Riley, I salute you for your past leadership in South Carolina and for your future leadership as our Secretary of Education. I believe our education system is entering a time of reform and renewal, and your appointment is a tangible sign to me that it is going to be successful. For that, we are going to need leaders of skill and innovation, and I believe in you and in our President-elect, we have such leaders. I have read a lot about you recently and have enjoyed it— and some things by you. I particularly liked the story by one of your aides who was talking about how there was a certain descent into the political gutter that might be useful in a forthcoming race or problem, and said, "I suggested the ancient and honorable political tradition of saving one thing and doing another. And you looked at me," he said, ''as if I were from Mars." I just look forward to the time when you look at some of us, if we need to have that look, or some of the people who will try to block the reforms that are needed, with that "as if you are from Mars" look. I appreciated your answers very much to the question on permit- ting and encouraging scholarships for diversity. I appreciated your answer on the direct loan, especially concern for loans that will be not fixed when you don't have income right after college, but will be income-contingent through your paycheck and your income when you have it, and the program that was already authorized here in the Congress from this Committee. I appreciated your response on youth apprenticeships. In Penn- sylvania, before I got the chance to come here, we were one of the four or five States that started trying to adapt the German model in some pilot programs, supported by the Federal Government in part and by our State Government. They look very promising, and that experience may be of some use to you. And I appreciated your general response on the idea of national service that our President-elect has been working on for some years and that leaders in this committee, Senator Kennedy and Senator Mikulski particularly, have been working on. In that regard, I don't know how far you have looked into the current status of the work-study program. I would like to call to your attention a General Accounting Office study done at my re- quest when I got here, because I was interested in how many of those work-study jobs— about $800 million, I believe, spent per year — were in community service out in the community. The origi- nal vision of the work-study program, as I understand it, was that most of those jobs would be out in the community. The General Ac- counting Office estimated that more than 95 percent of the jobs are on-campus, helping the college budgets, but not making a contribu- tion to the community or providing opportunity for community service to students in college or in summer. I wonder whether you have given any thought to how that re- source might be used, and how you could either persuade, by carrot or by stick, most of those opportunities to be in community service? 63 Governor Riley. Senator, I am interested in your observation. I think in a time of budget problems that we are now having, we need to look at all of our resources out there. We need to look at old people. Fortunately, people are living longer, and they have longer years of production and health. I always encourage that, and that is a tremendous resource that is out there to help in so many ways. The young people who then are paying back for their college, or for whatever other reason are serving the community, are a tre- mendous resource, and that is so much more valuable to us when we need it so badly. I am familiar with some of these programs, such as the Service Corps at my school, Furman University in Greenville, SC. We have something like 2,500 students, and we have some 1,500 to 1,600 young men and women at Furman who belong to the Service Corps and volunteer three or four hours a week, helping the retarded, the senior citizens, the poor, children with mental health problems, and so forth. Can you imagine what it would cost to have those 1,500 bright, sensitive, caring young people, out in a community, serving the needs of the community every week? I strongly support those kinds of programs. We talked about an ethic for learning, and there should be an equal ethic for service. I would be inclined to agree with your observation — I am not famil- iar with how that program is working in effect, but I would cer- tainly be inclined to agree with your sentiment that it should be serving people instead of institutions. Senator Wofford. A lot of those people in colleges that Tve talked to in Pennsylvania would love to have the option to practice their ethic of service, not filing papers in the admissions office, but out in the community. So it is a resource that is already there if we want to reach out and find a way to persuade the college ad- ministrations to make use of those funds for community service in- stead of for their filing clerks or other such assignments. The ethic of service at the lower level, it seems to me, is some- thing that will be important for you to look to. and I would be very interested in vour forthcoming leadership in now, from K through the 12th grade, service learning, as it has come to be called, can be expanded in this country so that people are ready for the in- tense, full-time experience of national service. There are a lot of interesting experiments on that going on. It seems to me teaching citizenship by lectures and classroom is a case where — that's the long way to do it, by and large, and it is a "learning by doing" dimension. If you can give some leadership to promoting learning citizenship by getting students from kinder- garten on to do things that give them the ethic of service and re- sponsibility and citizenship, I think it could be a big part of your leadership that I'm looking to. Governor Riley. Well, I would certainly support that fully, and I am very appreciative of your background with the Peace Corps and your personal involvement for service over the years. If there is any aspect that young people could obtain in their learning years, it is this idea of good citizenship, this idea of com- munity service, of caring for each other. I think there is a craving out there right now for it, and I think Bill Clinton touched on that, 64 and he tuned into it. When he was out, talking about students hav- ing the opportunity to go to college on the one hand, and the obli- gation ana the responsibility to serve the community or whatever in payment for it, you should have seen the looks in the eyes of the young students. Young college people out there, even the tradi- tional, older students, people who were tuned in, they were abso- lutely linked up with that idea. So I think it is out there if we can just develop it and key into it Senator WOFFORD. Minnesota has been a leader in developing the techniques of that service learning at the lower grades. Penn- sylvania has been doing it now, and Maryland, under Kathleen Kennedy Townsend, has now required a certain number of hours of community service for graduation. I think that is a movement that is going on in a number of school districts in Pennsylvania that needs your support and attention. Good luck. Governor Reley. Thank you, Senator. The Chairman. Just to continue, I want to pay tribute to Senator Wofford for all of his good work in helping this committee before he came to the Senate by developing the community service pro- gram. In Springfield, MA, we have kindergarten children folding nap- kins for the feeding program sponsored by the nonprofits and var- ious church groups. Fourth-graders adopt senior citizens and call the people every day and just talk for 5 minutes on the telephone and visit them on Valentine's Day and their birthday. Seventh- graders visit nursing homes and do the pantomime of the rabbit and the hare. It is a spectacular little program when you watch it and see what a difference it makes in terms of the seniors. And then the eighth- through twelfth-graders go after school to places where there are day care programs for parents who are working, and they work with the children on reading. Many of them write books, and the books that the kids write are more de- sired than the ones that are actually being printed. So I agree with you there is an enormous interest and desire out there. Another element is the appropriateness of including the vol- unteerism into the curriculum for credit. Some colleges and univer- sities are doing it; some are not. I think this is a higher education policy issue. But we have found in my own State a number of out- standing schools — Boston College, among others — that now, with Teacher Corps volunteers, are involved in these kinds of activities and tying them into their academic programs in a very creative way; it is making an enormous difference. Stonehill College, Bunk- er Hill Community College and others are doing that, and it is an- other interesting question. I don't know whether others have additional questions, but I'd like to just mention two final areas. Senator Kasseoaum? Senator Kassebaum. I have no more questions which I wish to ask at this time. Go ahead. The Chairman. Senator Pell. Senator Pell. I have just one question, and that is did I hear correctly that you think standards as well as goals should be adopt- ed by your Department? 65 Governor RlLEY. Senator, it is my feeling that goals certainly should be .adopted and the mechanism for arriving at standards also through the goals panel and the mechanisms devised through that body. As far as standards themselves, of course, everything is voluntary as far as the States are concerned, and I think it is worthwhile, certainly, for the Federal Government to be involved in a very meaningful way in standards. But obviously those standards are voluntary For the States to accept or not— but with proper lead- ership, I think that a national standard can be achieved. As far as putting it into the legislation, Senator, I am not exactly sure of your question, but as I understood, I think S.2 set up the mechanism for coming with standards, but not standards them- selves. Senator Pell. Thank you, and my own personal view is that we should push along in that direction; that that is the correct direc- tion. Thank you very much. Governor RlLEY. Thank you, Senator. The Chairman. Senator Kassebaum. Senator Kassebaum. Mr. Chairman, I have some questions that I would like to submit on behalf of Governor Pete Wilson, Senator Dole and Senator Hatfield. I think Senator Wilson's questions are particularly meaningful in light of his dedication to education, but also in light of the funding problems of the State of California. So I will just submit those for the record, and I look forward to work- ing with you, Governor Riley. I think that you are someone who certainly cares about education and is very much attuned to what is necessary in the legislative arena to accomplish what can be achieved. Governor Reley. Thank you. [The questions of Governor Wilson, Senators Dole, and Hatfield may be found in the appendix.] Senator Wellstone. Mr. Chairman, with your permission, I have a lot of questions, but I will put them in writing to the Gov- ernor. The Chairman. Well, we are going to invite everyone to make sure they get their written questions in today so that we can per- mit the designee to respond to those questions. Senator wellstone. Tomorrow? The Chairman. Tonight, I think, is probably best. I have other questions, too. One is how we are going to be able to attract minority teachers. We have various different proposals in terms of teacher education, but how are we going to be able to get quality minority teachers? I think Senator Wofford talked about the income contingency in direct loan programs, and I would like to get into defining that somewhat, and also some of the teacher training programs. But I will submit some questions; it is nothing that you naven't, in general, talked about here. I want to include in the record some superb letters of endorse- ment of the Governor from the National Education Association, Na- tional PTA, National Alliance of Businesses and others. All of them comment about the ability that Governor Riley has demonstrated in building coalitions and bringing people with diverse views to- gether, trying to find common ground and moving the whole proc- 66 ess forward. This is enormously positive and very, very commend- able, and I am sure you have a sense of satisfaction with those kinds of endorsements. [The letters referred to may be found in the appendix.] The Chairman. Governor, I heard the story, that when you an- nounced your education program in South Carolina, a fellow Gov- ernor, Mark White, of Texas sent you a pair of cowboy boots be- cause he said that the voyage was going to be long and that you needed the strength and tne sturdiness of those cowboy boots. And I understand you responded by saying you were going to wear them, and did, until you enacted your education program in the State of South Carolina. I am just wondering whether you are going to dust those boots off again. [Laughter.] We don't need a commitment on that, but Governor Riley. Well, Senator, I think that's a gooa idea. I might add that the debate in the House was some 12, 13 weeks, oftentimes going all night long; the debate in the Senate was five or six or 7 weeks. I wore those boots the whole time. I swore that if it failed, I was going to continue to wear them until it came back up the next year, and we passed it then. So I am grateful to finally take them off. [Laughter.] The Chairman. Well, we'll leave that question up in the air. You have been wonderful in responding to all the questions. I will look forward to supporting enthusiastically your nomination. We will, with the cooperation of our Republican colleagues, vote on the 19th on the nomination, so that it will be completed prior to the time of the Inauguration. That happens to be the time that is best-suited for the greatest numbers of the members; but we will vote on that Tuesday sometime that day, around noontime. We will get a more specific time, but I want to put all the members on no- tice that that is our plan. We thank you very much, Governor. The committee stands in re- cess. Governor RlLEY. Thank you very much. [The appendix follows:] 67 APPENDIX Prepared Statement of Senator Hollings Mr. Chairman, Senator Kassebaum, members of the committee, it is a genuine privilege to join you this morning to introduce Governor Dick Riley. Despite the fact that a major magazine once referred to Dick as "the best Gov- ernor in America," I used to think of him as South Carolina's secret weapon — our State's best kept secret. But, in recent weeks, the cat has been out of the bag. Presi- dent-elect Clinton — who has been in on the secret since 1979, when he and Dick first took office as Governors— tapped Dick for a high-profile role as one of the wise men guiding the transition team And when President-elect Clinton announced Dick's nomination as Education Secretary on December 21, he paid tribute to him as "my partner and my mentor." That is no small tribute. So now all of America is in on the secret. The rest of the country is learning what we in the south have known for years: that Dick Riley is a political leader of really exceptional qualities . . . with vision galore . . . and, just as important, with the tenacity and talent to turn vision into concrete reality. For 15 years now, Dick Riley's passion and preoccupation have been education re- form. Thanks to the leadership of Governor Riley in South Carolina and Governor Clinton in Arkansas, education has become the south's secular religion. We are born -again believers in education as the key to the economic salvation of our people. And, as I said, Dick Riley has played a unique role in evangelizing this new faith. With his landmark 1984 Education Improvement Act in South Carolina, he parted the waters for the education reform movement nationally. And he is just the man — as Education Secretary in the years ahead— to lead America to the promised land of a national public education renaissance. To fully appreciate Dick Riley's achievement in South Carolina, bear in mind that our State has arguably the weakest Governor — constitutionally speaking — in the country. Yet through sneer hard work, tenacity, and force of persuasion, Governor Riley barnstormed the State and passed the Education Improvement Act of 1984. That act increased the State sales tax by a penny to fund education improvements, and launched a package of 60 education reforms. At the heart of Dick's reform package were: higher teacher salaries; a tough new testing regime to measure results; cash incentives to high-performance schools, and punishments for lagging school districts; and performance incentives for teachers, principals, and schools. And, to put teeth into these reforms, Dick set up a tough new Division of Public Accountability within the Department of Education, along with high school exit exams, local and State oversight committees, and State authority to intervene with school districts that fail to perform up to snuff. The results, to date, have been impressive. SAT scores are up significantly. The percentage of graduates going to college is up more than 8 percent. Public school enrollment is up, and private enrollment is declining. Even more impressive is the way Governor Riley's reforms have renewed grass- roots commitment in South Carolina to revitalizing public education. Some 6,000 businesses in South Carolina are now officially involved in business-education part- nerships; thafs a 600 percent increase. PTA membership is up 100 percent. More than 120,000 volunteers are contributing their ideas and labor to South Carolina schools. , , What we are talking about in South Carolina is real education reform and real results. Now Governor Riley faces a similar challenge, only on a national scale. For 12 years, the Education Department has been at the bottom of the Cabinet pecking order. It is the youngest and smallest Federal department. And its powers are in- herently limited, given the fact that primary responsibility for education lies with the States and localities. Making matters worse, in recent years the Department of Education too often has been the department of talk and do-nothing. At the outset of his administration, President Bush went to Charlottesville and grandly announced six sweeping edu- cation goals for the year 2000. Then he skipped school for the next 4 years. Under Secretaries Bennett and Alexander, there has been next to zero progress toward the Education 2000 goals. Instead, their single idea for reforming education has been "choice" — mining the choice to denigrate, dismantle, and defund public schools in America. Just as they have preached that government is the enemy, they have also implied that public schools are the enemy. And this, of course, is dan- gerous nonsense. 68 The truth is that our great democracy ia premised on public education; it is pre- mised on the quality public education of the many, not the privileged private edu- cation of the few. On that score, perhaps Dick Riley's most important service will be to restore the Department's dedication and commitment to public education. It is conventional to think of appointment to high office as conferring prestige on a man or woman. But, in the case of Dick Riley and Education, it is more a case of an individual's appointment conferring status and prestige on a long-neglected Department. Dick Riley's nomination has already elevated the Department of Edu- cation to a new level of expectation and purpose. Mr. Chairman, no person in America outside the education establishment has de- voted so much time and energy to understanding the problems confronting public education in our country. As Governor, Dick Riley pot education reform at the top of the agenda in South Carolina. As Secretary of Education , he will put education reform at the top of the agenda in Washington and across the United States. Presi- dent-elect Clinton has made an inspired choice. Prepared Statement op Governor Richard Rdley Mr. Chairman, Senator Kassebaum, members of the committee: I am deeply honored and privileged to appear before you as the nominee for the position of Secretary of Education. As Governor of South Carolina, I had the oppor- tunity to work closely with Governor Clinton to reform our States' and our Nation's education systems, and am proud that our shared experience led him to appoint me to this post — I can think of no greater compliment. I intend to work closely with you as we seek to implement our shared vision of effective, innovative and account- able education systems. And I hope that the bipartisanship that marked both Gov- ernor Clinton's and my approach to this challenge — an approach which led us to work, not only with iJemocratic and Republican Governors, but with President Bush — will continue. We have an essential mission to accomplish together. We must reshape our ap- proach to education to assure all of our people are prepared for a high performance worldwide economy, for maintaining international security, and for meeting their obligations of civic responsibility. Three objectives should guide us: 1) improve the quality of education for all stu- dents; 2) assure access ana opportunity for each student to achieve successfully; and 3) build, together with State and local, public and private partners the school and college capacity to help all students meet high standards across the Nation. As a product of the public education system, I want every American student to have what I had — access to a quality education which enables them to pursue any career they wish, and take on any challenge they choose. Giving our students the best education in the world is a moral imperative and, especially, an economic ne- cessity. As President-elect Clinton put it at a Chicago Community College, education is "an answer to how all Americans can make their lives better, and now we can all make the economy stronger." As Governor of my State, I led the fight for a series of reforms in South Carolina's schools. These reforms resulted in one of the Nation's largest leaps in SAT scores; markedly greater employment opportunities for graduates of our vocational edu- cation system; a near-doubling in the percentage of high school students taking tough courses and meeting Exit Exam standards; and a significant increase in the number of high school graduates going on to college. But my experience in education reform runs deeper than ideas and legislation. The fight to reform South Carolina's school system was a lesson in perseverance, in constituency mobilization and in coalition building — building support city bv city, parent by parent; and then the political leadership to rouse a resistant legislature to action. This fight demanded of me just the kind of partnership building I hope to bring to the education debate at the Federal level. I worked with business leaders, pointing out that illiterate labor and unskilled employees made their businesses less competitive. I worked with teachers, increas- ing salaries, but only in return for greater accountability. I worked with legislators, winning votes one by one. And I took my case directly to the people who mattered most — the mothers and fathers who wanted to do what is best for their children. The last decade has been a time of great action and intellectual ferment in edu- cation at the State and local level. The President-elect and I have been in the center of this debate. As Chair of a Commission on Educational Quality in the south, I worked with Governor Clinton — who brought education reform to Arkansas in the eighties. We worked to establish specific education goals for the southern States in 1988. Many of these goals were ultimately embraced as the National Education Goals, in 1990. 69 Goals are particularly important in the area of education, I believe, because of the bureaucratic jumble created by overlapping State, Federal and local concerns. If we cannot all agree on the target, we will not hit it. Achieving the National Education Goals, in 1990. As a former Governor, I am committed to both the diversity and the decentraliza- tion of this Nation's education systems, and acutely aware of the contribution the Federal Government can and must make to their operations — without centralizing control. I look forward to working closely with the Department of Education's profes- sional staff. I believe that the many talented men and women at the Department of Education can be a positive force for a national movement — setting the tone, co- ordinating actions, providiog information and giving support to the thousands of in- dividual school systems and colleges across the country that will ultimately carry the burden of educating our students of all ages. As our share of the partnership, we must craft a way in which the Federal Gov- ernment can support systemic reform efforts in State, local districts, and schools in order to meet me goals. You made an honorable effort last year to design these strategies — I would nope that we can all work together this year to complete this important task. We must also work together for reauthorization of the Elementary and Secondary Education Act and the Office of Educational Research and Improve- ment. We must develop new approaches for preparing our youth for productive em- ployment in high-skill, high-wage jobs. We must establish a new covenant which gives both greater access to post secondary studies for those who have earned an opportunity to go on, and also provides incentives for young adults to serve their communities and their Nation. And we must give all children the opportunity to start school ready to learn and give elementary educators the tools they need to teach children from America's endless variety of backgrounds and cultures. My experience has taught me that the renewal and restructuring of our schools must be carried forward both by "outsiders" and "insiders", working hand in hand. Teachers and principals, parents and politicians, school boards and admimstrators, business and labor, and national leaders must all join together to pursue our com- mon goal: helping students meet the exacting standards that a competitive inter- national economy will demand of them. We must realize that education is not an isolated, one-time event. It is an ongo- ing, lifetime attempt to keep up with a pool of knowledge which is growing every day, at fantastic rates. And finally, again and again, we must assert the fundamental principle that all children — all people — can and must learn and can indeed achieve high standards. If confirmed by the Senate, it will be my pleasure and honor to work together with you as we move forward bill-by-bill to develop a new approach — a participatory, positive approach for turning from a "Nation at Risk" to a Nation on the Move." I am very excited about the opportunity before us. We have a mandate from the American people and the historic opportunity to turn our best ideas into action. Thank you. I am happy to take questions. [Additional material follows:] 70 STATEMENT FOR COMPLETION BY PRESIDENTIAL NOMINEES PART fa ALL THE INFORMATION IN THIS PART WILL BE MADE PUBLIC Riley Richard w. °tsiition to which Secretary of Education 0at« of Ml 12/21/92 n»t*vv D^Bfbirt,. l/2ni p.~. „. *.„,. GnmrilU. South Carolina n«rT-'»v4 , .. i Ann Osteen Yarborouch Riley Mintil status Mrr-ea Full name 0( «r»-in* nmm «vi am Richard Wilson Riley, Jr. (12/13/58) \, \™~L- Ann Yarborough Riley Smith (8/7/61) HUBert Ulnae I Riley " (9/18/63) Theodore Bowling Riley (8/7/65) 0mm Education: Institution attandad Dafraas Dates of racarvad defrees Greenville Senior High School 1946-50 High School 1950 Funnan University 1950-54 B.A. 1954 University South Carolina Law School 19S6-59 L.L.B. 1959 Honors and awards: List batow all achoUrshipa. lalkmhipa.horK>rarydafraas. military madalt. hononry vociety rnambariNpa, and any othar spatial racognrrJons tor outstanding same* or aeh.«*»mant. Connie "ward for Conservation from the National Wildlife Fedexstion (1981): Governnent Resrrraihi lify ftuwrrt '-rrm t-h>. riarrin tn"»»r < ■ -w- Jr. Center (1983); National Service Medal from the Freedoms Fc^-viation of Valley Fory frvr 1o^A»i-«thip in t-r«» nat-ir^rvl mrcmonr for pubLvC — education reform (1986); South Carolina Friend of Education Award (thT~» Hnx): Nafinml Aw»rr1 fnr Oir«:r*nr1i m •** (if eny) Chair Former Chair Advisory Board Chair, Capital Drive Trustee Trustee Trustee Trustee Trustee 0»t«« 1990-cesigmns 1990-12/92 1989-resigning* 1992-resigning* 1989-resigning* 1989 -resigning* 1989-resignxng* 1989-resignmc* Trustee irmation 1989 -resigning* — continued below — 71 Employment nacord: List below M positions held since codec*, including the titto or description ol *>b. name r of Fm.1lfro». (P^rr-r :.-np) ClarJcsville, TN, January-April, 1991 Memberships continued: r 4 <; NjH-inrvil B*n)c Fnrmr-r Hirwl-nr iqfi7-iq91 Invac Systans Partner (real estate) 1986-present Tn«-0.-rmi-i.-^.i Marir-..iMir» rimirrrl pnrrnrr Partners (clam, srvMlnp farm) 1992-present Prevent Infant Mortality Former rnprohrr State "f T^tw:<:Mwftii<-rin — 1987-1392 Peay Oniversity Chair of Excellence 1991-1991 Also Barter of Carmerce Club, Suomit Club, Faculty House. Capital City Club, Thorndale Club, Greenville City Club during reporting period experience' Published writings: List any advisory, consultative, honorary or other part time service or positions with f«den. State, or local governments other than those luted above. See Employment and Memberships sections above. List the titles, publishers and dates aH books, articles, reports or other published materials you have written. "Coping with a New Fiscal Feality," Public Issues (Municipal 3ond Investors Assurance Corporation) Sutrtoer/Fall 1992; "Vfriat Really Matters," Fuman University, L.D. Johnson Lec:_re Series, January 1988. South Carolina State of the State speeches were made annually from 1979-1987, which have been reprir-.o-; Political hUbSbbbs and activities: List all memberships and offices held m or financial contnbutions and services rendered to all political parties or election committees during the last five years. Democratic Governor of South Carolina Clinton-Gore Presidential Transition, Personnel Directcr See attached list of political contributions. 72 POLITICAL COHTRjiBtfTIOHS OP RICHARD ». RILKY: 1988: 3/1 Dick Gephardt for President 3/8 Harriett Keyer sling for House 6/7 S. C. Democratic Party 6/8 Liz P*tttnon for Rouse 9/15 Victory rund/88 Pederal Account 9/20 Grady Patterson, III for House 10/21 Lie Patterson for Hous« 10/21 Nail Smith for Senate $ 1,000 s 100 5 500 $ 250 $ 1,000 $ 100 $ 100 S 100 1989: 7/13 Lyles Glenn for House 9/30 Bill Bradley for Senate 10/26 S. C. Democratic Party 11/1 S. C. Democratic Party $ 50 $ 100 $ 100 $ 500 1990: 1/4 S. C. Democratic Party $ . 500 4/19 Theodore for Lt. Governor $ 100 7/3 Grady Patterson for Treasurer $ loo 7/17 Peinsteln for Covernor $ 100 8/7 S. C. Democratic Party S 500 8/15 Butler Derrick for House S 250 9/7 Theo Mitchell for Governor $ soo 10/15 Pernell Starks for House $ 2 50 10/15 Kerrey Gantt for Senate $ 200 10/15 Toa Trantham for Cob. of Agriculture $ 250 1991: 1/17 S. C. Democratic Party 4/4 Cover for City Council 5/13 Democratic national Committee 8/27 Bill Clinton for President $ 500 5 100 $ 1,000 5 250 1992: 2/5 Verne Smith for Senate 3/7 Greenville County Democratic Party 3/11 S- C. Democratic Party 3/11 Democratic Kational Committee 3/17 Johnny Mae Brovn for Sheriff 3/30 S. C. Democratic Party 4/7 Rollings for Senate 4/24 Bob Kerrey for President 6/9 Robert Barber for House 4/30 Democratic Campaign Committee ■/• Alvin Portee for Coroner $ 100 $ 2S 5 SOO SOO SO 50 2 SO 200 100 25 25 73 January 12, 1993 The Honorable Edward Kennedy Chair Committee on Labor and Human Resources U.S. Senate Washington, DC 20510 Dear Senator Kennedy: The National Education Association strongly supports the nomination of Governor Richard Riley as U.S. Secretary of Education and urges the Senate Committee on Labor and Human Resources to recommend his confirmation Governor Riley has a thorough understanding of what is required to improve the quality of public education in the United States and to assure access to quality educational opportunity for all Americans. He has extensive experience in education reform and improvement, tremendous rapport with both educational policymakers and practitioners, and a reputation for integrity and fairness that wQl be invaluable in building a consensus for programs and policies that will advance the National Education Goals. Governor Riley's renown for his achievements in systemic education reform in South Carolina is well deserved. The South Carolina education reform program be sponsored became one of the premier models in the nation. We recognize that the role of a Secretary of Education is far different from that of a governor, and we arc confident that Governor Riley does as well. What is important is that as a former governor. Governor Riley understands the challenges state and local governments face in achieving the National Education Goals, We believe he will be responsive and imaginative in helping address those challenges, and wc believe he will be sensitive to the challenges students and education employees face as well. We strongly support his nomination, and pledge to work with him — and with you — to establish a significant federal role in achieving the National Education Goals. Sincerely, jZ, Keith Gciger NEA President January 11, 1993 The Honorable Edward M. Kennedy Chairman Committee on Labor and Human Resources United States Senate 428 Dirksen Senate Office Building Washington, D.C. 20510 RE: Confirmation of Richard W. Riley for Secretary, U.S. Department of Education Dear Chairman Kennedy On behalf of the National Association of Independent Colleges and Universities (NAICU), an organization of 800 nonprofit institutions of higher education in the United States, I would like to express our strong support for the confirmation of Richard W. Riley as Secretary of Education. Those who know him in the State of South Carolina and elsewhere, have unanimously extolled Mr. Riley's talents as a chief executive officer, bis dedication to service, his fairness, and his humanity. This nation could not find a better candidate to serve the nation's interest in promoting quality in elementary, secondary, and higher education. 74 Mr. Riley has had a strong and long-standing relationship with private nonpro6t colleges and universities. For several years, he served on the board of trustees of the South Carolina College Council, an association of independent colleges and universities, and was a member of the council's Public Policy Committee. Riley is a graduate of Funnan University in Greenville, South Carolina, and has taught there as a member of the political science faculty. In addition, he recently served as chair of Furman's Partnership for Excellence fundraising campaign. Under his leadership, Furmans fundraising goal has been exceeded by more than twelve million dollars. As a state legislator and governor of South Carolina, Riley demonstrated his commitment to maintaining both public and private systems of higher education. While serving in the state senate, Riley was instrumental in establishing the South Carolina Tuition Grant program, which provides grants to students attending independent colleges and universities. In 1992, the tuition grant program received $16 million in appropriations, resulting in an appropriation of $800 per full-time equivalent student. This program is targeted for needy South Carolinians, enabling them to receive an average grant of $2,800. During Riley's tenure as governor, higher education was adequately funded and independent higher education became a partner in the state's system of higher education. By his actions, Richard Riley has demonstrated a genuine interest in education. Education has not been a marginal issue for him, but a centerpiece in bis career of service. Our members tell us that Mr. Riley is thoughtful, extremely capable, intelligent, and fair. As the chief executive officer of the Department of Education, Riley will have the deportment and ability to provide excellent leadership. More importantly, he will be a listener as well as a thinker and doer. For these reasons, we strongly recommend that Richard W. Riley be confirmed as Secretary of Education. " '\y yours, ) - icharo' F. Riosser President December 11, 1993 The Honorable Edward M. Kennedy Chairman, Committee on Labor and Human Resources SD-428 Dirksen Senate Office Building Washington, D. C. 20510-6300 Dear Senator Kennedy: I am writing to express the support of the American Dental Association for the confirmation of Governor Richard W. Riley as Secretary of Education and request that my letter be included in the committee's confirmation hearing record. Both natives of Greenville, South Carolina, Dick Riley and I have known each other personally since childhood. As such, I have firsthand knowledge of his integrity, diligence and dedication to excellence. Over the course of the years we have been friends, my respect for him as a person and my admiration of his accomplishments, both in and out of public life, have remained constant. 75 I had the honor of working with Governor Riley on several occasions, including as one of his appointees to the Board of Directors of South Carolina Joint Underwriters Association for Medical Malpractice Insurance. I also conferred with the Governor and his office on dental care issues within the state's Medicaid program. In all of these endeavors he demonstrated a willingness and ability to assimilate competing ideas before making a decision. As a concerned citizen of South Carolina, I have been impressed by the Governor's ability to address some of the state's most pressing needs. To cite one example, his leadership as Governor helped ensure passage of our state's landmark Education Improvement Act. The changes brought about by this law have significantly improved the educational system. Finally, as a elected official of the American Dental Association, I am particularly interested in the rising costs of higher education. I am confident that Governor Riley recognizes that education is an investment in the future prosperity of the American society and that he will do everything feasible to ensure that access to such quality opportunities is available to all of our citizens. Sincerely, Jipes H. Gaines, D.M.D. Tesident-Elect January 8, 1993 Dr. Edward M. Elmendorf V. P. for Division of Governmental Relations and Policy Analysis American Association of State Colleges and Universities One Dupont Circle Suite 700 Washington, DC 20036-1192 Dear Ed: Thank you for the opportunity to provide information on the record of Governor Richard W. Riley. This is in response to Senator Kennedy's request through you. Let me begin by acknowledging that I am personally and professionally an outspoken supporter of him. In particular, I am impressed by his ability to make substantive and effective changes in complex situations. His record in the state is widely known for assembling one of the most effective educational reform packages for elementary and secondary education. More impressive for those who know the situation is his ability to form coalitions among diverse and historically divided groups to accomplish this goal. The Education Improvement Act of 1983, which, in addition to dramatically changing the expectations and format of public education, imposed an additional penny on the state sales tax, was not only passed, but was demanded by the state as a whole. This was no small feat for a state that has traditionally underfunded education and taken pride in its low tax structure. Riley assembled the basic components, the grass roots support to lobby for its approval, and the private sector endorsements that made its passage a foregone conclusion by the time it arrived in the State House. In effect, his major achievement was not the 4Ct itself nearly so much as the overwhelming support from across the stats among grcups that had never previously seen any common ground. This trend was demonstrated over and over in his administration. He was a key mover in the development of one of the first multi-state compacts on nuclsar waste storage. Under his leadership, the state's public higher education 76 institutions moved quickly to develop and implement a comprehensive desegregation plan that is »till In effect. Public higher education specifically benefited during hi» two terns as governor by achieving the highest levels of funding for the last fifteen years. Additionally, he created the South Carolina Research Authority to develop economic development opportunities that would capitalize on the research capabilities of higher education to benefit both the institutions and the state. Finally, he consistently supported the involvement of parents and citizens in the educational process throughout his two terms as governor. In short, Richard W. Riley is an effective leader who knows how to turn good ideas into effective programs and practices. He is inclusive of all groups and has been a most effective proponent of equal access for all persons, not only for education, but for all of government. I strongly recommend him as the best possible leader for the 0. S. Department of Education in the coming years. Please contact me if I can be of further assistance. S/ncfcrely, {^ Robert E. Alexander Congressional Research Service • The Library of Congress • Washington, DC. 20540 January 4, 1993 TO Senate Committee on Labor and Human Resources FROM Wayne Riddle Specialist in Education Finance Education and Public Welfare Division SUBJECT : Education Policies) in South Carolina During the Tenure of Richard Riley aa Governor This memorandum was prepared in response to your request of December 29, 1992, for a brief review and analysis of the education policies and legislation promoted by former South Carolina Governor Richard Riley, President-elect Clinton's designee for U.S. Secretary of Education. Educational Improvement Act of 1984 Mr. Riley was Governor of South Carolina for 1978-1986. While several pieces of education legislation were adopted in South Carolina during this period, the most comprehensive and noteworthy of these was the South Carolina Education Improvement Act of 1984 (EIA). The EIA was adopted in response to a proposal made by Governor Riley,1 and was one of the earliest efforts to adopt comprehensive, statewide education reform in the period following publication of A Nation at Risk in 1983. This proposal and the subsequent legislation were organized on the basis of 7 "initiatives.* These initiatives are listed below, along with the most significant of the specific provisions related to each theme:2 'South Carolina. Office of the Governor. The New Approach to Educational and Economic Excellence in South Carolina. 1984. 24 p. *The specific language used to describe these themes is taken from the legislation. 77 railing student performance by increasing academic standards-course requirement* for high school graduation were increased; pawing grade* in four academic course* were required for students to participate in extracurricular activities; it wai *peciGed that the school day *hould be 6 hours (excluding lunch); all local educational agencie* (LEA*) were required to provide advanced placement CAP) course* in high school, special programs were to be provided for gifted and talented students; pupil discipline was to be enhanced through establishment of "clear rules of behavior," extra law enforcement officers to enforce drug laws in schools, and greater enforcement of school attendance requirements; higher order problem solving skills were to be emphasized in school curricula; kindergarten attendance was to become mandatory (unless a waiver is granted); African- American history and South Carolina history couraework were to be required for all pupils; job placement standard* were to be e*tablished for vocational education programs; service* to certain groups of disabled pupils were to be expanded; and a study was to be conducted of vocational and technical education in South Carolina. strengthening the teaching and testing of the basic skills-* mandatory basic skills examination was to be administered to pupils in the 10th grade, with passage of it required for high school graduation; stricter pupil promotion policies were to be establiahed; half-day, voluntary preschool programs were to be offered to 4-year old children with •predicted significant readiness deficiencies"; State-funded compensatory and remedial instruction programs were to be provided to pupils in grades 1-6 with low achievement levels; pupil-teacher ratio* were to be reduced in certain mathematics and language art* classes; the State'* school finance program wa* to be modified to provide additional funds on the basis of pupils who are in compensatory, handicapped, or vocational programs; and alcohol and drug abuse education and treatment programs were to be established for students. elevating the teaching profession by strengthening teacher training, evaluation, and compenscaon-posteecondary student loan* for prospective teachers were to be provided, with repayment canceled in return for service; conditional, temporary certification wa* to be authorised for individuals to teach in areas of critical need; teacher salaries were increased (to be equal to the projected average for the Southeastern States); performance incentive pay wa* authorized for teachers; standard* for approval of teacher training programs in the State's colleges and universities were to be raised; inaervice training for currently employed teacher* was to be expanded, particularly at Centers of Teaching Excellence; teacher evaluation procedure* were to be established; teacher recruitment efforts would be expanded; and grant* to individual teachers to implement innovative techniques were authorized. improving leadership, management, and fiscal efficiency of schools at all levels-en Assessment Center Program was established to evaluate potential principals, as well as train and evaluate them; expansion of inaervice training for school administrator*; performance standards and evaluation system for school superintendents and principals were to be developed; performance incentive awards for principals were authorized; and standards for approval of administrator preparation programs at colleger and universities were to be raised. implementing strict quality controls and rewarding productivity— performance incentive grants for schools and LEAs were authorized, the awards to be made on the basis of such factors as achievement teat score increases, improved attendance, or increased parental participation; competitive grants to LEAs for the implementation of 78 instructional innovations were authorized; annual improvement reports were required to be prepared for each school, such reporU to be focused "on factors found by research to be effective in improving schools,* and to be prepared by school improvement councils that include representatives of parents, teachers, community representatives and, for high schools, students; a Public Accountability Division was established in the State education agency (SEA), to monitor implementation of the EIA and report annually to the public; a select committee of Stat* Lgislators, the State superintendent of education, plus the governor and lieutenant governor was created, to make recommendations on implementation of the EIA; and intervention by the SEA in LEAs that do not meet minimum performance standards was authorized. • create more effective partnership* among the school*, parents, community and b usmess- parental involvement in the schools was to be increased, through such mechanisms as school improvement councils (see above), regular conferences of parents and teachers, and parenting skills instruction; business, volunteer, and civic or professional associations involvement in the schools was encouraged; and a Public Education Foundation to support exemplary or innovative programs was to be established • providing school buildings conducive to improved student Uarning- aaaiatance would be provided for the renovation and repair of school facilities, or to subsidize the repayment of school construction revenue bonds. The costa of implementing this legislation were to be paid by an increase in the State's general sales tax from 4 to 5 percent, which was included in the EIA. By 1988-89, this earmarked tax was raising approximately $270 million annually for EIA activities. The increased funding has been focused largely on increasing teacher salaries, remedial instruction, school construction, and gifteoVtalented programs. While the EIA was quite broad and reflected many of the popular themes of school reform efforts in several State* in the early and middle 1980s, certain consistent, functional themes may be identified. These themes include: • increased services and resources for disadvantaged children; enhanced involvement of parents, business, and the community in the schools; extensive reporting requirements and other forms of accountability; increased pay, higher standards, and expanded evaluation of teachers and administrators; a variety of financial incentives for school staff; higher standards for pupil achievement and behavior; expansion of kindergarten and prekindergarten services; while some provisions addressed higher order skills, there was an overall emphasis on basic skills instruction and assessment for pupils; and expanded programs for gifted and talented students. 79 Evidence on Implementation and El fecta of the EIA At with any single influence on educational performance, no matter how comprehensive in legislative terms, it is impossible to precisely specify the effect of the EIA on the educational system of South Carolina. Nevertheless one of the accountability measures required under the EIA-a series of annual reports entitled What is the Penny Buying for South Carolina?, by the SEA s Division of Public Accountability-has attempted to catalog a wide variety of direct^ and possible indirect, effect, of the Act.* Evidence on the effects of the EIA that is cited in these reports includes: . increae -* in Scholastic Aptitude Test (SAT) scores between 1984 and 1989 that were greater than for any other State (see further discussion below); a 7 percentage point increase in the proportion of high school graduates who directly enter college; • a doubling of the number of high school students taking advanced placement examinations; • positive responses by teachers, students, and the public in a variety of opinion surveys; • increased enrollment in programs for gifted and talented students; increased placement of vocational education graduates in jobs related to their training; increased percentages of 10th grade students passing the mandatory basic skills examination; reductions in the proportion of pupils determined to require compensatory instruction; increased overall scores, and reduced gap between African-American and white student averages, on the national Comprehensive Test of Basic Skills (CTBS), a national, norm-referenced, standardized test given to pupils at several grade levels; • a tie with one other State for the greatest percentage increase in teacher salaries between 1981-32 and 1986-87; • increased teacher recruitment; • a 13 percent decrease in private school enrollment between 1983-84 and 1988-89, while public school enrollment marginally increased; and • large numbers of individual school affiliations with businesses, civic organizations, and individual volunteers; In addition to the report described above, there are limited sources of information on educational trends in South Carolina that might indirectly reflect the impact of the EIA. It must be emphasized that all of these indicators are quite imperfect as measures of educational quality, although analyses of their specific limitations are beyond the scope of this memorandum. Further, some of these indicators-e.g., increased expenditures for public elementary and secondary education-may be viewed positively by some analysts, but negatively by others (i.e., as "unnecessary" public taxation and spending). These indicators include: *See, for example: South Carolina. Department of Education. What is the Penny Buying for South Carolina? Assessment of the Fifth Year of the South Carolina Education Improvement Act of 1984. Dec. 1, 1989. 152 p. 80 Average •cores for South Carolina students on the SAT rose from a total of 780 in 1981 to 632 in 1991, an increase of 62 points, while national average scores rose from 890 to 896, an increase of only 6 points. However, the South Carolina scores are still well below the national average. • South Carolina's average per pupil expenditure for public elementary and secondary education rose from $2,183 in 1983-34, 47th among the 60 States plus the District of Columbia, to $4,088 in 1989-90, with a ranking of 39th. Thus, relative expenditures per pupil rose substantially for South Carolina, but are still well below the national average. Average teacher salaries in South Carolina rose from $17,384 in 1983- 84, 46th among the 50 States plus the District of Columbia, to $28,301 in 1990-91, with a ranking of 34th. Again, this represents a large increase in ranking, but teacher salaries remain substantially below the national average. Possible Criticisms of the EIA As with all education reform legislation, certain criticisms have been, or might be, made of the EIA by some observers. Several of these points reflect primarily the passage of several years since enactment of the EIA; over this time, many educational reform priorities have arisen that generally did not receive substantial attention in 1984. Please keep in mind that one observer's 'negative* criticism, as listed below, may be another observer's "positive' comment on the EIA. These potential criticisms might include the following. • The EIA generally placed greater emphasis on basic skillc ..istruction and assessment than higher order skills. In particular, there was little emphasis on making curriculum content more challenging. • The EIA relied heavily on conventional forms of pupil assessment (standardized, norm-referenced tests) that are currently widely criticized. There was little emphasis on increasing the quality of pupil assessments. • Some have expressed concern that the various financial incentives in the EIA have lead to 'excessive* amounts of teaching to the test* in South Carolina, or that the incentive programs are unfairly administered. • The EIA contained no provisions regarding school choice, school based management, or regulatory flexibility. • While moat EIA provisions have been implemented, funds have been inadequate to substantially implement some EIA provisions, especially a provision calling for reduced pupil-teacher ratios and grant: for school facility construction and renovation. • While a variety of spending levels and achievement measures have increased significantly in South Carolina since 1984, the State still is well below the national average on most such measures. • While South Carolina is not among the States usually deemed to have the greatest disparities among localities in education funding, and some EIA provisions might have indirectly served to reduce finance disparities, the EIA did not directly provide to greater school finance equalization. High school dropout rates have not significantly declined, according to the measure used by the South Carolina SEA. 81 Questions Submitted by Senator Simon to Governor Riley With Responses 1. As Senator Pell pointed out. Federal student aid has shifted dramatically over the past decade from grants to loans. This has prevented many young people from considering college, and that is a loss not only for them but for the Nation. The National Service Trust Fund and income-contingent repayment will help some students, but there is still a very real need for grants and other types of assistance such as work-study. What is your thinking in this area? 1. As I mentioned to Senator Pdl. I am well aware of the fact that the Pell grants have stayed relatively consistent while the costs of higher education have skyrocketed. I am in agreement with President-Sect Clinton's proposal that a National Service Trust Fund and income-conii-gent repayment should exist independently of the Pell system currently in place. 2 . I was pleased with the answer that you gave to Senator Kassebaura regarding the problem of "labeling" students through tracking and ability grouping. Destructive labels just create an expectation of failure — and children tend to live up, or down, to the expectations that adults set. As you know, this problem can affect any student, but is particularly troublesome when it is applied in a way that discriminates on the basis of sex or race. For nearly two years, I have urged the Education Department's Office for Civil Rights to play a more active role in both educating school districts about tracking problems (and solutions), and enforcing civil rights cases in this area. Is this consistent with your philosophy of the Federal government's role? What more can the Education Department do to stop destructive labeling and grouping practices? 2. I am pleased to learn of your efforts to see that the Office of Civil Rights fulfills its duties with respect to ability grouping and tracking. I agree fully with you that grouping and tracking practices, as presently employed, often lead to inequities based on race, gender, or social class. This is in part because these practices reinforce lower expectations for certain classes of students, expectations which often become a self-fulfilling prophesy. One of the most important strategies for addressing this problem is to set high standards for what all students should know and be able to do, provide all students with an opportunity to meet these standards, and encourage states to hold schools accountable for their success. This is a strategy we have used quite effectively in South Carolina, and, if confirmed. I will work to apply it nationally. If confirmed. I will also review the efforts of OCR in this area, and ensure that the Office is fulfilling its obligations in this area. 3. There have been some real abuses by a few schools in the student aid program, and we included some provisions in the Higher Education Amendments last year that I hope will help students who may have been hurt. To prevent further abuses. Congress and the Education Department eliminated colleges and trade schools with high default rates from the student aid programs. Default rates are a very crude measure of school quality, however. While a high default rate may be a sign that a school is not providing a good education, it may, instead, be the result of the school serving a very low- income population, for whore a higher default rate is inevitable. We should not discourage schools from serving low income students. How can the Federal government do a better job of ensuring that only quality programs participate in the student aid programs, without denying postsecondary education to the students who may need it most? 82 3 I am aware that Congress took important steps to reduce ihe default rate and the problems it creates through the Higher Education Amendments last year. While I have not yet had a chance 10 study each of these protons in detail. I agree strongly with the general direction they prov.de At the same time I share your concerns about the limitations in default rates as a measure of quaJ.ty I am particularly concerned about the potential impact of these measures on Hiswocally Black Colleges and Universities and other institutions working hard to serve low-income populations. I will pay very careful attention to these concerns in the implementation of these provisions I would welcome your thoughts on how best to balance these concerns. 4. Foreign language education and international understanding are fundamental components of our economic competitiveness and our national security. Exposing students to other languages and cultures is an investment that we must make in our nation's future. How can the federal government best address this need? what would you like to accomplish in this area as Secretary? Would you support legislation to encourage more students to become foreign language teachers and/or legislation to encourage all states to offer foreign language education to their students? 4. I agree with you that foreign language education and international understanding are important to national security and economic competitiveness. I have been impressed by your longstanding commitment to strengthening education in these areas, and agree that more must be done to strengthen teaching and expand learning opportunities in these areas. I have not yet determined the most appropriate roles the Education Department might play in these areas, and 1 would be interested to hear your ideas about the most appropriate leadership strategies for the Education Department. 5 Impact Aid generally covers only a third of the costs of educating military children. This leaves taxpayers with most of the burden, but without the tax base to pay for it. For example, in North Chicago District 187, where 46 percent of the students are federally-connected, Impact Aid provides less than 10 percent of the budget. The people of North Chicago have made every effort to provide a quality education for their students They passed a referendum that increased property taxes to one of the highest rates in Illinois, yet this year's the budget shortfall forced No"n Chicago to cut 45 of 140 teachers. How can the problem of Impact Aid inadequacies be addressed? What can the federal government do to help communities where it is not working, such as North Chicago? Would you support transferring responsibility for this program to the Department of Defense? 5. I am sympathetic to under-coverage problems with Impact Aid. I stand for improving education for all children including those from military families. As I mentioned in my opening statement to your committee, we must coordinate education efforts across the government in order that we reduce the fragmentation in federal programs. Involving the Department of Defence in order to reduce Impact Aid inadequacies might be a good idea. I will not rule out any plans of improving our educational system. You can be assured that I will consider this option. 6. Twenty-three million Americans are functionally illiterate. The National Literacy Act, which I authored during the 102nd Congress, promotes literacy services in the community, the family, and the workplace. In addition to expanding the federal commitment to promoting literacy, the Act creates the National Institute for Literacy to coordinate federal efforts to help illiterate adults. As Secretary, you — along with the Secretaries of Labor and Health and Human Services — will serve on the Interagency group overseeing the Institute. How high a priority will adult literacy be under your tenure at the Department of Education? How can we do more (along the lines of the Even Start Family Literacy program) to break the intergenerational cycle of illiteracy? 83 6. Improving adult literacy levels will be a priority for me. Significant improvements in this area are a necessary pan of an overall strategy to improve our Nations economic competitiveness and the opportunities open to millions of Americans. During the election campaign. President-elect Clinton spoke often of the need to improve adult literacy, and of his own substantial efforts on behalf of adult literacy in Arkansas. As Governor of South Carolina, my wife Tunky. and I we're involved in efforts to expand adult education programs and reduce illiteracy. If confirmed as Secretary of Education, I will give high priority to implementing the provisions of the Adult Literacy Act and other federal programs aimed to breaking the intergenerational cycle of illiteracy. 7. Since the establishment of the White House Directive on Historically Black Colleges and Universities (KBCUs) under President Carter, and subsequent executive orders by Presidents Reagan and Bush, the responsibility for coordinating HBCU issues at the Federal level has rested in the Department of Education. Many HBCU presidents have urged that the coordination responsibility return to the Executive Office of the President, since HBCUs deal with a number of different Federal agencies. In 1989, I joined with 26 other Senators in urging President Bush to make the change. Is this something that the transition team has looked into? Would you support the shift? 7. I believe in and support Historically Black Colleges and Universities. The issue of whether the coordination responsibility of HBCUs should be shifted from the Department of Education to the Executive Office of the President is not one that I have had a chance to study appropriately. I will. however, give this issue proper attention over the next several months. 8. Last year, Congress added a new program in the Higher Education Act, the HBCU Capital Financing Act, to provide Federal guarantees to help HBCUs get commercial construction bonds. In order to get this program off the ground, a small appropriation is needed. Will you look into this matter and let me know what the propects are for including it in the President' s proposed budget for the Education Department? 8. Again, I recognize and support the need for HBCUs to be as strong as possible. I am not totally familiar with the finer details of the HBCU Capital Financing Act. but will look into this issue at your request. Questions Submitted by Senator Harkin to Governor Riley With Responses 1 - ) RURAL SCHOOLS - Just as there are unique problems facing our nation's inner-city schools, there are unique problems facing rural schools. When compared to American children at large, rural children are more likely to be poor, more likely to drop out of high school and less likely to have health insurance coverage or access to health services. In addition, child care, especially educationally oriented preschool, is in short supply in rural areas and teachers have less experience, fewer training opportunities and higher rates of turnover. Rural students attend schools that have lower revenues than their metropolitan counterparts. * What will the Clinton Administration do to improve educational opportunities for the 6.6 million children in rural schools, especially in making sure rural children enter kindergarten ready to learn? 84 2.) GENDER EQUITY - The American Association of University Women issued a major report last year entitled "How Schools Shortchange Girls." The report found that U.S. public schools are not providing an equitable education for girls and that 6ex discrimination in schools has not been eliminated by Title IX of the 1972 Education Act Amendments. This is of great concern to me not only as a policy maker, but also as the parent of two daughters . * Will it be a priority of Department of Education to abolish gender-based inequalities in our nation's schools? 3.) IMPLEMENTATION OF PART B OP IDEA - The basic policies set out in part B of IDEA, also known as P.L. 94-142, and its implementing regulations are clear: * the states have an obligation to provide a free appropriate public education (FAPE) to every child with a disability; * PAPE must be based on the unique needs of each child as determined through the process of developing an individualized education program (IEP); * placement decisions must be made on an individual basis based on the child's IEP; * to the maximum extent appropriate, children with disabilities must be educated with children who are not disabled and children may be removed from the regular educational environment only when the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily; * a full range of alternative placements must be made available to the extent necessary to implement a child's IEP; and * placement decisions may not be based on category of disability, the configuration of the delivery system, the availability of educational or related services, the availability of space, or administrative convenience. More than 15 years after the passage of 94-142, we continue to have significant state-to-state variability in placement patterns, state funding formulas that discourage the placement in regular education classrooms of students with disabilities who can, with the use of supplementary aids and services, achieve satisfactorily in such classrooms, and inadequate and untimely compliance review and subsequent corrective action. The Arc (formerly the Association for Retarded Citizens) recently published a "Report Card" documenting on a state-by-state basis the degree to which children with mental retardation are included in the regular classroom for all or a portion of their education. Only eight states were given a passing grade of "C* or "D" in this regard - the rest received a grade of "F". The Education Department's own figures support The Arc's report - only 1.2 million of the more than 4 million students with disabilities are totally integrated into regular classes, 30% are educated in separate buildings or classrooms, and another 37% receive some special education services outside regular classes. At an oversight hearing I held in Iowa in 1991, I found problems of lack of consistent compliance and quality in the provision of special education and related services to children with disabilities. We need to find ways at the federal level to address this lack of consistency both within and among states in the implementation of part B. There are several concerns that I have in the area of monitoring, enforcement, and complaint resolution of part B. There appears to be a focus in the current monitoring system almost solely on process, not on outcomes for children with disabilities. This leads to "paper compliance," which does not necessarily 85 reflect what is happening to these students. To illustrate, while the national goals for education include that 90% of high school students will graduate from high school, a 1989 study by SRI International found that only 56% of students with disabilities graduate, with fewer than 70% involved in a productive activity one year after leaving school. Another area of concern involves the corrective action process. For example, the Office of Special Education Programs identifies the same kinds of violations in the least restrictive environment requirements in state after state, year after year. Despite these findings, the same types of deficiencies in compliance with 94-142 continue to occur. The length of time between monitoring visits is also a concern. Last year, I succeeded in getting the Department of Education to add nine monitors in an effort to decrease the monitoring cycle from six years to three years. It is now my understanding, however, that this will not occur since the travel budget for monitors has been cut drastically. * What steps (such as more frequent and effective monitoring of state programs, withholding funds from states that are in noncompliance, and involving the disability community in the improvement of the monitoring process) will you take to assure that the signal is sent to the states that the administration expects the states to fully comply with 94-142 and to provide a free appropriate public education in the least restrictive setting to all students with disabilities? ADDITIONAL ISSUES OF PARTICULAR CONCERN TO SENATOR TOM HARKIN 1.) EARLY INTERVENTION - Like you, I am a strong supporter of early childhood programs , but have been disappointed by the lack of attention paid to this issue by the Department of Education in recent years. I believe that the health and education of a child are integrally linked and would like to see better coordination between Departments. In the previous Administration, I pushed Secretaries Sullivan and Alexander to create an interagency task force to address this important issue but have not been satisfied with the results . I was pleased to hear that you pledged to work closely with, not only the Department of Health and Human Services, but also with the U.S. Department of Agriculture on the health and nutrition issues that are so vital to making sure our children start school ready to learn. 2 . ) PELL GIANT SHORTFALL - I expect your biggest budget problem this year will be the Pell Grant shortfall. As appropriations subcommittee chairman, it's something I'm naturally concerned about as well. Last year we couldn't fund the entire shortfall and deferred a solution to FT 1994. I understand in the meantime the Department of Education has a new estimate showing a significantly higher shortfall than last spring's estimate of $1.4 billion. I look forward to working with you to find a solution to this serious budgetary problem. 3 . ) HEALTH EDUCATION - I strongly believe that one key to improving the health of all Americans and reducing health care costs is to educate our children early on about what steps they should take to maintain a healthy lifestyle. There are currently a number of programs within the Departments of Education and Health and Human Services dealing with school health education. I would urge your support for an expanded, coordinated school health education program that addresses the range of health concerns including nutrition, exercise, sex education, AIDS and prevention of tobacco use. 86 4.) STUDENT LOAM DEFAULTS - In 1991, the federal government paid out $3.6 billion to make good its guarantee on defaulted student loans, continuing a trend of escalating losses. While acknowledging that department mismanagement has contributed significantly to the problem, pa3t Administration have been unable to control defaults. Again, I would look forward to working with you to resolve this serious problem. 5 . ) ELEMENTARY SCHOOL COUNSELING DEMONSTRATION ACT - The Des Moines School District has a very successful counseling program in the elementary schools called Smoother Sailing. With an aggressive counseling program in the elementary schools they have seen increases in the self esteem of students, reduction of classroom disruptions and improvements in student performance. During the past two sessions I introduced the Elementary School Counseling Demonstration Act which would authorize $5 million in demonstration grants to start similar counseling programs in other elementary schools. I would encourage the Clinton Administration to support this legislation. 6.) ACCREDITATION - One of the important responsibilities the Secretary of Education exercises is in the area of accreditation of post-secondary educational institutions -- an action which determines the eligibility of those institutions for federal tuition assistance and federally guaranteed students loans. Action by the Congress and your predecessor have cleaned up many of the abuses in the area of student tuition aid and assistance. This was primarily accomplished by strengthening the accreditation.system to ensure that institutions which have demonstrated non-compliance with their obligations as a reliable accreditor of schools in ..heir area of expertise have their recognition as an accrediting agency revoked . I urge your continued support of these activities . DISABILITY POLICY - President-elect Clinton has made some very exciting and powerful statements, with which I am in wholehearted agreement, regarding disability policy in the new administration. I was particularly pleased when he has stated that his administration's disability policy will be based on three simple creeds: inclusion, not exclusion; independence, not dependence; and empowerment, not paternalism. As Chair of the Subcommittee on Disability Policy, I have been guided by these same principles . In addition, President-elect Clinton has pledged that his administration will make the implementation and enforcement of the Americans with Disabilities Act a top priority and has made the following specific points regarding his agenda for education and persons with disabilities: * Head Start and other early intervention programs that will assist children with disabilities will be fully funded. * Children with disabilities must be included in regular school activities . * Children with disabilities deserve a first-rate education, tailored to their unique needs, but provided alongside their non-disabled peer3 . * Education and training for Americans with disabilities has been underfunded and pushed outside of national efforts. I have attached copies of President-elect Clinton's statements in this regard. 7.) ADA AND EDUCATION - Education is one of the keys to making the promise of the Americans with Disabilities Act a reality for the next generation of children with disabilities . As Chair of the Subcommittee on Disability Policy, I am looking forward to working with you to develop strategies for carrying out President-elect Clinton's agenda as it relates to the education and training needs of persons with disabilities. 87 8.) EARLY INTERVENTION - Part H, added to the Individuals with Disabilities Education Act (IDEA) in 1986 and reauthorized in 1991, provides early intervention services to infants and toddlers with disabilities. The provision of early intervention services that have a coordinated, family-centered and community-based focus "can make a noticeable difference in the ultimate level of independence achieved by a child with a disability. Although the Bush administration did not ask for meaningful increases in this area, I pushed for and got significant increases for the early intervention program for infants and toddlers with the program growing from $50 million to $213 million. I was pleased when President-elect Clinton stated that early intervention will be a high priority for his administration and that in addition to fully funding Head Start, he will also fully fund early intervention programs for infants with disabilities. Nationally, the Part H early intervention program is at a critical juncture with a number of states making decisions about whether they will continue their commitment to this program. Thus far, only about 20 states have fully implemented the program. The Clinton administration can make a real difference in the lives of infants and toddlers with disabilities by sending the signal to the states that early intervention has the full support of the administration . 9 . ) SCHOOL REFORM - The proposals for school reform put forth by the Bush administration did not adequately address the needs of students with disabilities. I believe that it is crucial that any school reform legislation include consideration of the needs of students with disabilities at the outset and not as an afterthought. The principles embodied in P.L. 94-142 must be incorporated into any school improvement legislation. It is important that any school reform efforts guard against any unintended adverse consequences for students with disabilities (such as increased segregation). Inclusion of students with disabilities as part of any school reform has gained broad support throughout the education community and has been endorsed by numerous groups including the National Association of State Boards of Education. I would like to work closely with you during the design stage of any school reform initiatives to assure that the education and training needs of people with disabilities are addressed. 10.) THE REHABILITATION ACT AMENDMENTS OF 1992 - The Rehabilitation Act Amendments of 1992, enacted during the last session of Congress, make significant changes by incorporating the values of the Americans with Disabilities Act into the Rehabilitation Act . The amendments require that state rehabilitation programs be carried out in a manner consistent with the principles underlying the Americans with Disabilities Act of empowerment of individuals with disabilities, integration and inclusion, full participation, meaningful and informed choice, and involvement of families and natural supports. In addition, the amendments are intended to streamline access and reduce administrative duplication and waste within the current system. The amendments represent a bipartisan, consensus effort and were developed with significant input and dialogue with the disability community and all other interested parties. The Department of Education has begun the process of implementing the changes . It is the perception of many of those involved that the Bush administration has not continued the open dialogue that marked the legislative process. Rather, it appears that it is back to business as usual with little input being sought on the development of the regulations. The disability community is excited about many of the things President-elect Clinton has said about including people in the process as we did with these amendments . You are in the position to make this promise a reality through the implementation of the Rehabilitation Act Amendments. 88 It is important that the Department of Education work with people with disabilities and disability organizations to assure that those affected by the regulations are actively involved in the development of regulations to implement the reauthorized Rehabilitation Act and that the regulations result in full implementation of the changes Congress intended in the rehabilitation system including the meaningful involvement of persons with disabilities in program development at both the individual and systemic level. 11.) DEPARTMENT OF EDUCATION PERSONNEL - In order to have effective leadership in the Department of Education on issues related to the education and training needs of persons with disabilities, each of the Assistant Secretaries must have a genuinely held commitment to working together to improve the quality of instruction in regular education settings for all children, including children with disabilities who can, with the use of supplementary aids and services, achieve satisfactorily in regular education classrooms. In order to assure that the needs of persons with disabilities are considered in the development of policy and practices in the Education Department there is a need for personnel within the Department who are knowledgeable about disability issues. It is important that people with disabilities are appointed to positions within the Department. In addition, individuals in all positions in the Department of Education need to be knowledgeable about the needs of people with disabilities. 12.) ADA TECHNICAL ASSISTANCE - The Americans with Disabilities Act clearly provides authority to the Department of Justice to coordinate technical assistance in order to assure that there is consistent information provided and to avoid duplication of efforts of the various executive branch agencies involved in implementation of the ADA. The Rehabilitation Act Amendments of 1992 made the coordination role of the Attorney General even more clear by directing the Director of the National Institute on Disability and Rehabilitation Research (NIDRR) to coordinate all technical assistance efforts with the Attorney General. There is currently $5 million for ADA technical assistance administered through NIDRR. It is critical that these funds be expended in a mariner consistent with the needs for technical assistance identified by the Justice Department. 13.) COOPERATION AND COORDINATION - There are a number of areas where cooperation and coordination with other agencies in the executive branch are crucial to providing the optimum services for persons with disabilities. For example, proper nutrition and prenatal care are within the province of Health and Human Services , but they are also important components of any program designed to assure that all children enter school ready to learn. New job training initiatives, such as the national apprenticeship program, undertaken by the Labor Department must take into consideration the needs of persons with disabilities . 14.) PERKINS ACT - In 1990, Congress replaced the set-asides for students who are disabled or disadvantaged in the Perkins Act with a requirement for their "equitable participation," including services necessary for participation. It wa6 the intent of Congress that recipients of Perkins funds would provide special needs populations with equal and effective access to integrated academic and vocational education programs. The regulations promulgated by the Department of Education require that only "projects" (the specific activity rather than the 89 entire vocational program) receiving federal funds have to provide assurances that supplementary and other services are available to special populations. Congress used the term "program" throughout the legislation so that the required assurances would extend to the Entire vocational education program provided by the recipient of the funds, consistent with the requirements embodied in P.L. 94- 142, the Americans with Disabilities Act and section 504 of the Rehabilitation Act of 1973. I hope that you will review these regulations and make any necessary changes to guarantee that the signal is sent to the states that special needs populations must have equal and effective access to vocational education programs. Questions Submitted by Senator Mikulski to Governor Riley With Reponses QUESTION 1: AS YOU KNOW, WE ARE CURRENTLY IN A HEALTH CARE CRISIS. OUR CHILDREN'S HEALTH CARE NEEDS ARE VERY MUCH A PART OF THAT CRISIS. IN AN EFFORT TO GET THE DEPARTMENTS TO WORK TOGETHER, TELL ME YOUR THOUGHTS ON HOW THE DEPARTMENT OF EDUCATION CAN WORK WITH THE DEPARTMENT OF HEALTH AND HUMAN SERVICES TO GET OUR KIDS HEALTHY AND READY TO START SCHOOL? I. Interagency Coordination Particularly with HHS: I agree with you that our nation is facing a health care crisis, especially with respect to young children. As you may know, one of my most important priorities in public life, along with education, has been infant mortality and health care. I have had a long-standing interest in preventive health measures. The Department of Health and Human Services has a critical role to play with respect to the national education goal of ensuring that all students are healthy and ready to start school, as well with the health of children and youth more generally. I support Head Stan and childhood immunization programs that contribute to the national goal, as well as efforts to locate health services in or near schools. If confirmed, I will look forward to working very closely with Secretary Shalala on these issues, and to ensuring that the efforts of the Departments of Education and Health and Human Services are closely integrated. QUESTION 2: JUST YESTERDAY, I VISITED A LOCAL SCHOOL IN MARYLAND. THESE 8TH GRADERS TALKED ABOUT ISSUES THAT CONCERN THEM. MR. RILEY, I MUST TELL YOU, THE AWARENESS LEVEL OF THESE KIDS IS ASTOUNDING. I'M NOT TALKING ABOUT KIDS FROM THE SUBURBS, AND THESE KIDS ASKED SOME TOUGH 90 QUESTIONS. THE ISSUES THEY RAISED THE MOST THAT SEEMED TO CONCERN THEM MOST, WAS CRIME. OUR YOUNG KIDS ARE GOING TO SCHOOL EVERY DAY IN FEAR OF CRIME. I HOPE THIS PROBLEM BECOMES A FOCUS OF YOUR ADMINISTRATION. WHAT IS YOUR RESPONSE TO THESE KIDS CONCERNS AT CANTON MIDDLE SCHOOL AND WHAT ADVICE WOULD YOU GIVE THEM? 2. Canton Middle School Students' Concern About Cnme in School: I hope you will tell the children at Canton Middle School that together we must do everything possible in the coming years to change the climate of fear and violence that exists in too many schools today. I hope you will also tell them that I need their help and ideas to make the changes that will lead to safe schools. As you know, safe schools is one of the six National Education Coals If we don't make our schools safe in the coming years, it will be very hard to reach the other educational goals. I look forward to being a part of a broad-based effort to combat violence and crime in the schools This effort must involve all pertinent agencies in the federal goveramem working closely with states and communities, because unsafe schools are caused by factors that occur largely outside of schools. We need to alleviate the conditions that lead to crime and to punish swiftly when it occurs. President-elect Clinton supports new forms of punishment for young offenders, such as boot camps, that break the cycle of crime early and teach young offenders the values of responsibility and self- discipline through the kind of tough love measure found in the military. Yet punishment and security measures are just one part of the solution. Beyond this, the long-term challenge is to restore hope ia ALL our young people, to restore their belief that hard work and study will prepare students for good jobs and a good future. This requires several actions. We need to improve our schools. We need to make sure that all our students have access to good schools. We need to make sure all students are prepared to enter school. We need to make sure that we give them the support they need for success. I think also that the changes in the higher education finance system, including .ncome-contingent pay back, national service and youth apprenticeship programs that the President- Beet has proposed can have a dramatic benefit on the lives of young people and reduce the influences that lead to criminal behavior. I believe it will help give young people a sense of hope and connection to their communities by learning the values of citizenship and responsibility through meaningful service. QUESTION 3: AS YOU KNOW, OUR WORKFORCE HAS CHANGED TO A HIGH TECH SERVICE ECONOMY. IN ORDER TO COMPETE IN THE 21 ST CENTURY, WE NEED TO PREPARE AMERICAN STUDENTS AND RETRAIN AMERICAN WORKERS FOR THE NEW HIGH TECH INDUSTRIES. WITH NEW QUALIFICATIONS NEEDED, HOW DO YOU PROPOSE THAT WE STRUCTURE OUR EDCUATIONAL PROGRAMS TO PREPARE AMERICANS FOR HIGH TECH JOBS AND WHAT ROLE DO YOU THINK COMMUNITY COLLEGES PLAY IN THIS PROCESS? 91 3. Role of Community Colleges in Preparing High Tech Workforce I expect that community college will play a very, and increasingly important, role in the preparation and training of our workforce. As you know. President-elect Clinton made workforce preparation and training a central feature of his strategy for long term economic improvement. One component of this strategy is the creation of a national youth apprenticeship program, which will involve students in paid work and in classroom based laming, for the last two years of high school and in most <•?«*< additional years of postsecondary education. While these programs must be designed locally in order to succeed, I anticipate that community colleges will play an important role in providing the postsecondary training. I also expect that community colleges will be one of the major training providers for dislocated workers and for those who need to upgrade their job skills. If confirmed. I will work closely with Secretary Reich and Secretary Brown to bring about the collaboration between the education, business and job training communities that will be needed to prepare our workforce for a high tech future. QUESTION 5: MATURE AND OLDER AMERICANS ARE OFTEN LEFT OUT OF THE EQUATION WHEN IT COMES TO EDUCATION PROGRAMS. BUT THEY DO IN FACT HAVE A GREAT, NEED TO LEARN NEW SKILLS. THEY HAVE MADE USE OF OUR OUTSTANDING COMMUNITY COLLEGES AND THAT'S GOOD. HOWEVER, I RECOMMEND THAT OLDER AMERICANS BE INCLUDED AS PART OF YOUR EDUCATIONAL POUCY. WHAT IS YOUR VIEW ON HOW TO CONTINUE TO INCLUDE OLDER AMERICANS IN YOUR EDUCATION PLATFORM? 5. What is vour view on how to continue to include older Americans in your education platform^ I think it will be very important to involve older Americans in all levels of education— both for the development and growth of their knowledge and skills and for the benefit of younger generations. This last decade it has become clear, as people have lost their jobs in a fast-changing workplace, that this nation must have a commitment to lifelong learning. If confirmed as Secretary of Education, I will work to end the fragmented system of programs and policies that treat education as > series of isolated events. Instead, I want to see in place an integrated system that considers education to begin before a child enters kindergarten and continues throughout the life of the individual. Older Americans must be a part of this system. QUESTION 6: I KNOW YOU ARE VERY FAMILIAR WITH PRESIDENT CLINTON'S NEW NATIONAL SERVICE PROGRAM. WHAT ARE YOUR VIEWS ABOUT PRESIDENT CLINTON'S NEW NATIONAL SERVICE PROGRAM? 6. National Service: President Clinton's National Service proposal is an exciting undertaking. In fact, this concept was an important piece of the Clinton/Gore campaign. No proposal evoked wider or more enthusiastic responses than linking national service to broadened access to education, training, and opportunity 92 As currently envisioned, rui.onal service would simultaneously broaden opportunity for education, throng and economic empowerment, emphasize individual responsibility to give something back for this increased opportunity . and build community by bringing people together to address urgent national needs. QUESTION 4: DISCRIMINATION IS A SERIOUS PROBLEM IN OUR COUNTRY AT ALL LEVELS. THE EDUCATIONAL SYSTEM HAS NOT BEEN EXCLUDED FROM THIS PROBLEM. ONE BIG CONCERN I HAVE CONCERNS GENDER DISCRIMINATION. OUR SCHOOL AGED GIRLS ARE BEING CHEATED OUT OF A GOOD EDUCATION. THEY ARE NOT BEING EXPOSED TO MATH AND SCIENCE THE SAME WAY THAT THEIR MALE CLASSMATE ARE AND, IN FACT, ARE OFTEN DISCOURAGED FROM PARTICIPATING IN CLASSROOM DISCUSSION. WHAT ARE YOUR THOUGHTS ON GENDER DISCRIMINATION IN THE CLASSROOM? 4. Onder Discrimination: A primary mission of the Department of Education is to ensure that all Americans are afforded equal educational opportunities, regardless of what race. sex. national origin, religion or disability. Like you, 1 recognize that discrimination is an issue which permeates every level of American society. Special concerns have been raised in reference to the education of female students, especially in the areas of math and science. If confirmed as Education Secretary, I have every intention of working to guarantee that all Americans have equal educational opportunities in general, and particularly in those areas which will prepare our country for the next century. My efforts will be focus on students at every level. Questions Submitted by Senator Wellstone to Governor Riley With Responses 1) Equity financing What was your experience in South Carolina in moving the state towards a more equitable funding for public schools? What do you think the role of the federal government should be in the area of equalizing the funding and services for public schools within a state, and in equalizing opportunities across state lines? Over the past decade there has been a growing gap between rich and poor. What are some of your ideas about how we can use education to begin to close this gap? 1. Fgtiirv Financing While serving in the South Carolina state legislature in the early seventies, I was a leader in developing the Education Finance Act equalizing financing across school districts in the state. 93 The question of equalization is extremely complex, and there are no magic bullets that will automatically resolve the issue, especially at the federal level. The federal government must create a climate that supports state equalization efforts. 1 would be interested in exploring the possibilities of incentives the federal government can use to encourage states to take such action. 2) Teacher training What role can the federal government play in improving teacher training and rejuvenating teachers? 2. Trarhrr Training None of our systemic reform efforts will succeed unless we find ways of providing substantial support to classroom teachers, in the from of continuing professional development and other opportunities for growth. The federal government already plays a role in this process, for example, through the Eisenhower Math and Science Program. Provisions for professional development were also included in Title V of the Higher Education Amendments of 1992. As we work together to reauthorize the Elementary and Secondary Education Act, I believe we must work to build a significant and coherent federal role in supporting teachers and improving their capacity to help all children achieve high standards. 3) National Community Service A national community service program was one of President- elect Clinton's most important proposals during the campaign. How fast do you think you along with others in the new Administration can move on this proposal? What do you think of the idea enabling all people to participate in a national community service program that would allow people to earn credits that axe transferable? For example designing a program that would allow grammar school students to serve and build up credits to pay for college or a grandmother of that child to serve and pass her credits to her grandchild so she can use them to go to college? These days our colleges and universities are filled with non- traditional students. They should be able to participate in the national community service programs that helps them pay for their education. Do you support the idea that any national community service program should be flexible to include non-traditional students? Do you support the idea that people 6hould be able to participate before, during and after school? 3. National Community Service As you know, President-FJect Clinton has made the National Service concept an important part of his campaign. Your ideas for accumulating and transferring service credits and for ensuring that non-traditional students can participate deserves further consideration. A specific proposal for the National Service Trust Fund is still under development. Service activities are important for citizens of all ages. 4 ) Testing and Standards What aire your views on national testing? 94 4. Tcstine and Standards Standards should be voluntary, challenging and national but not federal. We need a system of national standards and assessments to raise expectations for student performance and give direction to local, state and federal reform efforts. I do not support a single national test, but a national system of evaluations that are voluntary to states and localities. 5) Oo— i 1— nt to fully fund Head Stare Are you committed to fully fund Head Start? How do you intend to work with others in the cabinet, especially the Secretary of HHS and the Secretary of Agriculture to see that the HIC program is fully funded? 5. Hmd Stan Of course, the Department of Education does not directly administer the Head Start P^nmA am, r^^ft^y^omrnitted to supporting the healthy development of mfants and <^«^* helping all children arrive at school ready to leant. I pledge to work closely «mh the Secretaries of Health and Human Services, and Agriculture to coordinate efforts across our Departments. 6) Meet with the participants in our December meeting In December I met with a number of educators from across the country. It was an amazing group of people. I think you should hear their ideas about reforming public education. Would you be willing to meet with them when they are in Washington? I am always wuling to listen to committed education professionals. When the time comes be sure to contact me regarding this proposal. Barring any serious scheduling conflicts. I will look forward to such a meeting. Questions Submitted by Senator Kassebaum to Governor Riley With Responses LOCAL VERSUS STATE AND NATIONAL CONTROL I feel very strongly that the reform work in education ought to be done in the field at the local level. I believe that school boards, principals, teachers, and parents should have sufficient control of the decisions affecting their schools. • Would you please share with me your views on the appropriate state and local roles and the division of power and authority between these two levels which you will be operating under as you prepare federal proposals as the Secretary of Education. 1. IjooI vs. State and National Control I agree that the most important work of education reform must be done at the local level. Educators, parents and local governing bodies must do the hard work of restructuring our schools, and they must have the discretion and flexibility to carry out that task. The role of state vs. local governments in education reform varies significantly from state to state, and I will respect those differences if confirmed as Secretary of Education. The federal role must be to stimulate, support and guide state and local efforts, and to provide assistance to those students with special needs. 95 FEDERAL INTRUSION As I have mentioned, I believe that local school distncts- and boards should maintain control over their neighborhood schools and am very wary of unwarranted and needless federal control. I am sure you share my concerns being a former state official . • Just to get a state perspective, in your experience as a governor, were there any federal actions that you found particularly intrusive? 2. Federal Intrusion In my exerience as Governor, the cummulative effects of federal regulations of schools were more significant than any of the effects of particular regulations. Together with state and local rules and regulations, they create an environment which impedes fundamental change, because educators believe that "they" won't let us undertake significant innovation. One specific example of this is the regulations governing Chapter I. Historically, they have focused on accounting for the allocation of resources rather than on the results they achieve for students. OUTCOMES There has been some discussion that in the next reauthorization, the focus should change from compliance and enforcement to outcomes. From my understanding, in your state reform efforts, you included an accountability component that focused on outcomes . • What were some outcome measurements that were used in your state? What happened if a school did not achieve those outcomes? What happened if a school was successful in achieving those outcomes? How involved was the state in dictating what the school had to do to achieve those outcomes? 3. Outcomes Under the Education Improvement Act, we used a variety of outcome indicators to judge school performance, including measures of student achievement in each quartile. student and teacher attendance, and parental satisfaction. These measures are being expanded to include a reduction in the dropout rate and a measure of problem-solving skills. High performing schools received awards in the form of discretionary funds, to be used for further school improvement as the school saw Tit. School districts which persistently failed to meet performance expectations received technical assistance to help develop and implement improvement plans. If this failed to correct the problems, they were identified as academically deficient and the superintendent was subject to removal. SCHOOL DELIVERY STANDARDS Some members of Congress who advocate the adoption of national school delivery standards (what every school should provide to students) to assure that students have an adequate opportunity to learn. It seems that this could be at odds with the focus on outcomes rather than inputs. • Do you feel that adoption of national school delivery standards is an appropriate federal activity? Also, is it the most effective way to assure that schools are providing students with the best learning environment? 4. School Delivery Standards I fully understand and appreciate the concern of those Members of Congress, educators and others who believe that school delivery standards must be developed in order to assure that all students have an opportunity to achieve high, national standards. Without a level playing field, higher standards will otherwise work to the detriment of the most disadvantaged students in the Nation. At the same time, I share the concern of those who fear that, unless we are very careful, school delivery standards will become an additional layer of input regulations. I am very much in agreement with those who believe we must move from an emphasis on regulating inputs to a focus on outputs, as we did in the Education Improvement Act in South Carolina and a follow up piece of legislation Target 2000. 96 If confirmed. I will work to devise a variety of strategies to help ensure that aJI students have an opportunity to reach high national standards. NEW PROGRAMS There are currently about 22S separate programs run by the Department of Education. Nine of these programs have appropriations in excess of S500 million. • Would you favor the authorization and development of new programs, or an effort to target funds to proven programs? Do you anticipate a number of new programs to be proposed by Mr. Clinton? S. New Prof rams I share your concern about the proliferation of small, categorical programs. If confirmed, one of my priorities will be to look for ways in which existing programs can best be coordinated at the federal level, so they can be effectively integrated in local schools. President-elect Clinton has proposed a small number of very important and exciting new programs, such as a systemic education reform package. Youth Apprenticeship and National Service Trust Fund. I intend to vigorously support these, and «o help shape them so that they effectively build upon existing, related federal programs. COORDINATION OF PROGRAMS I am very disturbed by the rampant duplication and lack o£ coordination in many federal programs as it pertains to services for children. • What are you planning to do in the area of interagency and intra-agency coordination of the delivery of education services? 6. Coordination of Programs I recognize that addressing many educational issues, in early childhood development, workforce preparation, and other areas, will require careful coordination across agencies and Cabinet departments. I will work very closely with the other Secretaries and agency heads in developing coordinated planning, regulation, implementation and repotting procedures, and will insist that this spirit of cooperation extend throughout the Education Department. DIRECT LOAN PROGRAM We recently enacted a direct loan demonstration in the Higher Education Act Amendments. I understand that President- elect Clinton is interested in expanding the concept of direct loans to the entire federal college loan program because the General Accounting Office says it will save the federal government $1 billion dollars. However, several questions have been raised regarding the General Accounting Office's estimates which: - do not include any of the changes or the new unsubsidized loan program which were added in the recent higher education amendments, - understate administrative costs, - underestimate servicing costs, and - do not include phase-out costs of the current loan programs . I am concerned that may be relying on disputed savings estimates. I am also afraid that we will overburden the Department of Education by asking them to switch to direct loans at the same time as we are doubling the size of the loan program by adding the unsubsidized loan program and asking them to implement new program improvement changes . 97 In addition, we are breaking new ground in creating a new role for the federal government as one of the nation's banker which brings with it 100% of the risk of lending money; some of which we currently share with banks and guaranty agencies. • What can you tell me to assuage some of these concerns? 7. Direct Ixan Program I understand your concerns about the cost and administration of the direct loan program. All who have worked on these issues are well aware of now complex an effort this is. As you know . the President-elect is developing more detailed plans for the National Service Trust Fund, including the direct loan component. The cost and administrative concerns you have raised will be taken very seriously in the design of the President's proposal. NATIONAL COMKUNITY SERVICE COLLEGE LOAN FORGIVENESS PROGRAM 1) I have been hearing about President-elect Clinton's plan to create a National Community Service Loan Forgiveness Program. However, I have only seen and heard bits and pieces about the idea . • What can you tell me about the main purposes of the program, any of the details of the program, or when we might see a legislative proposal for the program? 2) The average defaulter attends a trade school, lacks a high school diploma, attends school less than 1 year, and borrows under $4,000. In addition, about 50* of today's college students are nontraditional students; many of whom are older, have families, and can only attend school part-time. The average student defaulters are not the types of students who would necessarily be qualified to work as teachers, nurses, or police officers. Many of the nontraditional students may not be able to afford to take advantage of this type of loan forgiveness program. Yet, these are the students who most need help paying for higher education. • How would the National Service Program help them? And would trade school students even be eligible for the program? 8. National Community Service College I /an Forfivcneg Program The purpose of President-elect Clinton's program is to make sure that every American who earns Che right to anead college has access to the resources to do so. Equally important, we want to emphasize that along with the opportunity to attend college comes the responsibility to give something back to the community. As I said during my testimony, one of the things that has impressed me most about this proposal is the way it has so clearly touched a responsive chord among college students and their parents throughout the country. They are eager and anxious to be part of something that is bigger than themselves. With respect to students who attend trade school. I agree that the high default rale in many of these schools is a serious problem, one which must be addressed if we are to get control of the program costs. If I am confirmed, this will be one of my priorities as we work to strengthen the management of our postsecondary aid programs. As I indicated in my testimony before the Committee, there is still much work to be done in designing the overall program and legislative proposal. I will make sure that the concerns you have raised will be address fully during this process, and I look forward to working with you on these issues. 98 FEDERAL ROLE IN SETTING COLLEGE STANDARDS I understand you have been involved in higher education and have been critical of universities and colleges for failing to maintain rigorous standards. I share your concerns. • Could you expound on some of these concerns? Also, do you see a federal role in addressing this problem'' 9. Fwfrral Rolr in Seninp College Standards When the Federal government provides almost $20 billion in financial aid for students attending institutions of higher education, it is important for it to ensure that students receive a quality education with those funds. We must keep in mind that our system of higher education, with a strong history of academic freedom and institutional diversity and autonomy, remains the envy of the world. While the federal government should not dictate what colleges teach, there is an important role for it to play in providing information about program quality and impact. I understand that the 1992 Higher Education Amendments take extensive steps to ensure that schools offer quality programs. I look forward to reviewing and enforcing those provisions and using them to guide our actions. HIGHER EDUCATION LEGISLATION The Senate and the House completed a major reauthorization of the Higher Education programs. Both houses spent considerable time and effort revamping and improving student financial aid programs . • To what degree, if any, will your administration be revisiting the existing student financial aid programs? 10. Higher Education Legislation I applaud the bipartisan efforts and hard work of the committee in reauthorization of the Higher education programs. Although I have not yet had the opportunity to study it in detail, I have heard praise for the legislation. As you know, an important piece of President-elect Gmton's campaign was the National Service Trust Fund, which is intended to broaden access to higher education, and enable students to repay their loans either through service to their community or as a small percentage of their income. A proposal to is under development at present. The 1992 Higher education amendments contain provisions to support, in some fashion, the bask provisions of this pledge— direct loans, and income contingent payment. To the extent that this proposal cannot be implemented through existing legislation, I expect that we will ask the Congress to consider the necessary legislative provisions. INCOME CONTINGENT LOANS I am concerned about many aspects of the income-contingent loan concept. First, I am troubled about the new role of the Internal Revenue Service in collecting loans. I am also concerned about the potential cost to the federal government, and most importantly, I am concerned about the burden we place on students, wherein the cost of a loan increases the longer a payment is spread out. If this is done needlessly, we do a disservice to students obtaining loans. • Do you share any of these concerns? Please comment. ll. Income Contingent Loans I understand your reservations about the income-contingent loan concept. I also believe that the concept has enormous potential, as a way of reducing the immediate repayment burden many students would otherwise face when they complete college. The 1992 Higher Education Amendments contain provisions for a demonstration program combining direct loans with income- contingent repayment. This demonstration program will provide an important opportunity to learn about the best ways of designing an income-contingent repayment program. 99 HASTE, FRAUD, AND ABOSE IN GSL PROGRAM Last week, the GAO released a report identifying the Guaranteed Student Loan (GSL) programs among those most at risk for fraud, waste, and abuse. • What steps will you take to address these problems which have contributed to the default costs of the program? i? Vftqr Fraud and Abu v in fi5I,Proeram The management of the GSL program is a major concern. If confirmed, one of my top prionuei will be to substantially strengthen its managemenL I look forward to reviewing the report and its recommendations in detail. The 1992 Higher Educabon Amendments put into place many of the steps required to strengthen the program, and I intend to implement them. I will use our authority available to me to eliminate waste, fraud and abuse in the program. If 1 discover that additional authority is needed to complete this task. I will immediately seek such authority from the Congress. STATE OVERSIGHT OF FEDERAL COLLEGE AID PROGRAMS The recently enacted Higher Education Act Amendments authorize the Secretary of Education to form partnerships with the states to assist the Secretary in reviewing institutions of higher education to determine their eligibility for federal student aid programs? • What steps will your administration take to implement these new provisions of the Higher Education Act? 13. fitatr Ovenipht of Federal College Aid Programs I view these provisions of the Higher Education Act Amendments as a critical tool for reducing waste and improving quality. I understand that the Education Department is developing a comprehensive plan to implement these provisions. If confirmed, one of my early priorities will be to review these status of these plans, ensure their speedy and effective development, and then implement them as soon as funding becomes available. STUDENT AID DATA COLLECTION The collection of data on students participating in federal student aid programs has been a continuing Congressional concern. For example, we believe that the Department of Education should be able to tell whether a student has previously defaulted on a student loan before they can receive another one. Unfortunately, this data is not currently available! • What steps will you take as Secretary to improve the data collection the Department of Education needs to monitor the student aid programs? 14. Student Aid Data Collection The absence of adequate data on students participating in federal student aid programs has been a serious problem for more than a decade. We cannot effectively manage these programs, nor eliminate abuse, unless we have sound, comprehensive and accurate data system. As is the case with the other management tools provided for by the Congress, I will move to develop and implement the data system. SCHOOL TO WORK TRANSITION • What role do you see the Department of Education playing in school to work transition? 100 15. School 10 Wort Transition President-elect Clinton made Youth Apprenticeship, a pan of an overall school -to- work transition program. I support this effort, because we must provide a more engaging program for those high school students without immediate plans to attend college. Unless we do this, we will not achieve a high skills, high wage economy for our future. No single level of government or agency will be able to build a nationwide school -to- work transition program. The primary responsibility belongs at the state and local level, where elementary and secondary education, postsecondary education— especially community colleges— business and labor must work together. At the Federal lcvd. the Departments of Education. Labor and Commerce, as well as other agencies, must play important roles. The Education Department has the potential to be a significant partner in creating a school -to- work traositioti system nationwide. Within the Office of Vocational and Adult Education, there are a number of programs to build upon, such as the Tech Prep program and its current collaboration with the Department of Labor in supporting the development of voluntary industry skill standards. I look forward to building upon these and other related efforts. [n addition, a major requirement for an effective school-to-work transition program is a high performing elementary and secondary education system, one which enables all students to achieve high standards. Of course, the Education Department has a critical role to play here, through its support of the development of voluntary national standards and assessment, its support for system* reform at the state, local and school lcvd, and through the provision of support to students with special needs. I look forward to working very closely with the Congress in designing ways in which the Education department can most effectively carry out these roles. Questions Submitted by Senator Coats to Governor Riley With ResDonses NATIONAL SERVICE WE ARE ALL VERY INTERESTED IN THE PROPOSALS PRESIDENT-ELECT CLINTON HAS OUTLINED REGARDING EDUCATION. PARTICULARLY HIS PROPOSAL TO BROADEN ACCESS TO HIGHER EDUCTION BY PROVIDING NATIONAL SERVICE AS AN OPTION TO REPAY STUDENT LOANS. WE ALL SHARE HIS ENTHUSIASM AND INTEREST IN EXPANDING EDUCATIONAL OPPORTUNTriES. IN FACT. THIS COMMITTEE SPENT A LARGE PORTION OF THE LAST CONGRESS REAUTHORIZING THE HIGHER EDUCATION ACT. AND WE DEBATED MANY OF THESE ISSUES IN THE CONTEXT OF THAT EFFORT. AMONG OTHER THINGS, THIS REAUTHORIZATION STREAMLINED THE STUDENT LOAN PROGRAM, SIGNIFICANTLY BROADENED ACCESS TO STUDENT FINANCIAL AID. AND INITIATED SEVERAL PROGRAMS TO DETERMINE THE FEASIBILITY OF SOME OF THE VERY CONCEPTS THE PRESIDENT-ELECT AND OTHERS IN CONGRESS HAVE ADVOCATED - NAMELY. A DEMONSTRATION PROGRAM ON DIRECT LENDING. AS WELL AS ALTERNATIVE MEANS OF REPAYING. OR FORGIVING. STUDENT DEBT THROUGH PARTICIPATION IN SPECIFIED COMMUNITY OR NON-PROFIT SERVICE ACTIVITIES. PRESIDENT-ELECT CLINTON HAS BEEN VERY VOCAL IN HIS SUPPORT OF THE CREATION OF A NATIONAL SERVICE PROGRAM. (1) WOULD THE NATIONAL SERVICE PROPOSAL BE A DEMONSTRATION OR AN ENTIRELY NEW PROGRAM? COULD NATIONAL SERVICE AND/OR DIRECT LENDING BE IMPLEMENTED UNDER THE FFELF RATHER THAN CREATING A NEW PROGRAM? (2) WHO WOULD QUALIFY FOR PARTICIPATION? WOULD THIS PROGRAM BE AN ENTITLEMENT OR WOULD TT BE RESTRICTED TO LOW- INCOME OR MINORITY STUDENTS? 101 (3) COULD YOU ELABORATE ON HOW PRESIDENT-ELECT CLINTON WOULD FUND THIS PROGRAM - ESPECIALLY IN LIGHT OF THE CURRENT BUDGET DEHCTT AND $5 BILLION SHORTFALL IN THE PELL GRANT PROGRAM? (4) HOW WOULD THE PROGRAM BE ADMINISTERED, AS THE DEPARTMENT OF EDUCATION CLAIMS IT DOES NOT HAVE THE CAPACITY TO DO SO RUN SUCH A PROGRAM? I. National service I agree with your observation that President-elect Clinton's National Service program is consistent with the provisios of the demonstration program authorized in the 1992 Higher Education Amendments. These provisions offer an important foundation upon which to begin to build the President-elect's program. The specific questions you raise are important ones, and are part of the discussion's underway right now to further shape the President-elect's proposal. I would be very interested to hear any advice you may have to share with respect to those issues. DIRECT LENDING DURING YOUR TESTIMONY BEFORE OUR COMMITTEE, YOU STATED YOUR SUPPORT FOR THE CONCEPT OF A DIRECT LENDING PROGRAM. IT HAS COME TO MY ATTENTION THAT SENIOR STAFF AT THE DEPARTMENT OF EDUCATION HAVE ANNOUNCED THAT THE DIRECT LOAN PILOT SHOULD BE OPERATED WITH WAIVERS OF SEVERAL OF THE REGULATIONS WHICH APPLY TO PARTICIPANTS IN THE GUARANTEED STUDENT LOAN PROGRAMS. CONCERNS HAVE ALSO BEEN RAISED THAT THESE OFFICIALS MAY BE PLANNING SELECTION OF PILOT AND CONTROL GROUP PARTICIPANTS IN WAYS THAT WILL NOT NECESSARILY RESULT IN AN OBJECTIVE STUDY SAMPLE. AS YOU ARE REVIEWING PLANS TO IMPLEMENT THIS DIRECT LOAN PILOT PROGRAM, WHAT STEPS WILL YOU TAKE TO ENSURE THE DEPARTMENT CARRIES OUT THIS PROGRAM MINDFUL OF THE CONGRESSIONAL INTEND THAT THE TWO METHODS OF LENDING BE EQUITABLY TESTED? 2. Direct landing Thank you for bringing to me attention your concerns about the design of the direct loan pilot program. If confirmed, I will quickly look into this. Let me assure you of my intention to follow Congressional intent as this program is designed and implemented. SCHOOL-BASED CLINICS AS SOMEONE WHO SUPPORTS THE IDEA OF CONSOLIDATING SERVICES TO FAMILIES, PARTICULARLY DISADVANTAGED FAMILIES. I AM CONCERNED ABOUT TAKING THOSE SERVICES AND MAKING THE SCHOOL THE CENTER FOR THE PROVISION OF SUCH SERVICES. NOW. I UNDERSTAND THE LOGIC OF IT - THE SCHOOL IS VERY MUCH A PART OF EVERY NEIGHBORHOOD AND WOULD BE A CONVENIENT LOCATION FOR THESE SERVICES. BUT WHAT CONCERNS ME IS THAT SCHOOLS WILL CONTINUE TO DRIFT FROM THEIR CENTRAL AND PRIMARY PURPOSE - THE PROVISION OF EDUCATION. TEACHERS ALREADY COMPLAIN THAT THEY ARE OVERBURDENED. THEY COMPLAIN THAT THEY CANT JUST BE TEACHERS. THEY HAVE TO BE MOTHERS AND FATHERS. CAFETERIA WORKERS AND HEALTH WORKERS. SOCIAL WORKERS AND COUNSELORS. THEY ARE CONTINUALLY PUT INTO THE SITUATION OF PERFORMING SERVICES THAT. TRADITIONALLY. TEACHERS HAVE NOT BEEN ASKED TO DO. 102 I AM CONCERNED THAT OPENING UP THE SCHOOLS TO BE CENTERS FOR SOCIAL SERVICES IS GOING TO FURTHER DILUTE THEIR ABILITY TO PROVIDE EDUCATIONAL SERVICES. AND I WONDER IF YOU COULD COMMENT ON THAT 3. Srhool-Bavxl Clinics I believe that there ire clear advantages to consolidating services to children and families at or near the school. As you indicate, schools are at the center of most communities, and one of the most effective vehicles for reaching students and families most in need of comprehensive, integrated services. I understand your concerns about diverting attention away front the primary academic mission of schools. I agree with you that it is important to not place the burden of delivering these services on teachers. This is not, and should not be, their job. Instead, the social and human service agencies and their staffs should be responsible for providing consolidated services and it should be designed in ways comparable with local community policies and goals. If these safeguards are provided, then I believe that providing these services at or near a school can enhance the academic mission of schools, by addressing the noninstructional needs of students which otherwise interfere with their learning. DEPARTMENT OF EDUCATION - BUDGET REDUCTION DURING HIS CAMPAIGN. PRESEDENT-ELECT CLINTON STATED THAT HE WOULD DECREASE THE DEFICIT BY 50% IN FOUR YEARS. HE HAS STATED THAT. LN AN EFFORT TO ACHIEVE THIS GOAL. HE WOULD REDUCE AGENCY PERSONNEL AND OTHER ADMINISTRATIVE COSTS BY 3% ACROSS THE BOARD. AT THE DEPARTMENT OF EDUCATION. A 3% CUT WOULD REPRESENT A REDUCTION OF ABOUT S26 MILLION. HOW AND WHERE DO YOU THINK THESE CUTS SHOULD TAKE PLACE? 4. Department of Education-Budget Reduction I have not y« had the chance to study tbe Education Departmenfs budget carefully enough to determine where budget or staff reductions might be most appropriate. I would welcome any suggestions you might have regarding this matter. MERIT-BASED PAY / ALTERNATIVE CERTIFICATION THE SOUTH CAROLINA REFORM PLAN YOU IMPLEMENTED. THE EDUCATIONAL IMPROVEMENT ACT. INCLUDED PROVISIONS TO ELEVATE THE TEACHING PROFESSION. THE PLAN INCLUDED AN ALTERNATIVE CERTIFICATION PROGRAM. AS WELL AS INCENTIVE PAY FOR TEACHERS. I WAS WONDERING IF YOU COULD PLEASE TELL US MORE ABOUT THESE TWO INTTIATrVES AND WHETHER OR NOT YOU WOULD FORESEE CONDUCTING SIMILAR PROGRAMS AT THE FEDERAL LEVEL. 5. Merit-Based Pay/Alternative Orriflrarinn Providing incentives to schools with improving high performance, and allowing for alternative teacher certificatioi in carefully designated shortage areas have been important components of South Carolina's education reform plan, and have contributed to its overall success. President-elect Clinton endorsed both of these concepts during his campaign. I would welcome your ideas about how these might be incorporated in a federal effort to support comprehensive and systemic state education reforms. 103 FEDERAL FAMILY EDUCATION LOAN PROGRAM (1) THE GAO RECENTLY ENDORSED THE CONCEPT OF GREATER RISK SHARING BY GUARANTORS AND LENDERS IN THE FFELP. WOULD YOU SUPPORT THIS tNmATTVF? (2) THERE HAS BEEN EXTENSIVE DEBATE ABOUT THE COMPLEXITY OF THE CURRENT STUDENT LOAN PROGRAM. MUCH OF THIS COMPLEXITY IS MANDATED BY REGULATIONS OF THE DEPARTMENT OF EDUCATION. THE GAO HAS SUGGESTED GREATER FOCUS ON RESULTS-BASED PERFORMANCE MEASURES. AS WELL AS MORE FLEXBIUTY ON THE PART OF LENDERS AND GUARANTORS TO DELIVER AND COLLECT FUNDS. WOULD YOU AGREE WITH THIS SUGGESTION? 6. Federal Family Education Program As we further develop the President-elect's proposal for a National Service Trust Fund, we may need to review the entire structure of the student loan program. In this coniext.you raise rwo important and interrelated questions which merit careful study. I understand that the current guaranteed student loan program already has inherent risk sharing for banks and guarantors. This risk is strongly related to the very stria collection requirements. I agree that we should look very carefully at whether we have incentives in the loan program properly placed, so that we have the best possible guarantee that diligent collection practices are carried out. Questions Submitted by Senator Durenberger to Governor Riley With Responses 1) Governor, I think you know that — despite its growing support among parents — and the fact that It's becoming a reality in states all over the country — the concept of school choice has recently come under strong attack from a number of quarters around the country. Part of the problem, It seems to me, has been the highly polarized debate we've had In the past several years over including private and religious schools In choice programs. If s also been charged that school choice advocates believe choice is some kind of "silver bullet" that will solve all our nation's education problems overnight. Both you and President-elect Clinton have been strong proponents of public school choice in your own states. What do you and the new President intend to do to clarify what we mean by school choice, what Its role in education reform might be, and what we should be doing at both the federal and state levels to affirm the right of parents to choose the schools their children will attend? 1. School Choice- I agree with you Out the debate in recent years over private and religious school choice has been unfortunately polarizing and divisive. As you know, both President-elect Clinton and I are unalterably opposed to using federal funds to support a family's choice of a private school, while we both support choice within the public sector. We also acknowledge the importance of private schools in America. As I indicated during my confirmation hearings, I believe that our efforts- federal, state and local— must be directed toward improving significantly the quality of all schools, so that all students will have an opportunity to achieve high standards. This requires a strategy that is comprehensive and systemic, which raises standards and links them to improved curriculum and assessment, strengthened teacher preparation and professional development, accountability and greater flexibility for schools. We must also strengthen parental involvement and ownership of schools, and we must provide children and youth with the health and other human services they need in order to be able to take advantage of the educational opportunities provided to them. If we do these things on a system-wide basis, for all schools, then I believe we will give the American public what they want-high quality schools, any one of which would be worth choosing to attend. 104 In the context of these strategies, choice within the public educaoon system can play an important role by increasing parental involvement and ownership and by spurring healthy competioon among public schools. Public school choice must also be accompanied by an effective information and outreach system, so that all parents and students are aware of the choices available to them. Transportation must also be readily available, so that schools are accessible 10 all students. 2) In Minnesota and other states that have public school choice programs, there's a growing awareness that — to be of real value - choice must be accompanied by more (and more diverse) school choic-gs. One way to encouraging more school choices to emerge Is to allow teachers and parents and community groups to create new public schools that have outcome-based contracts with a state or local education agency, but are otherwise autonomous. Minnesota and California have now passed laws allowing these so-called 'charter schools" to emerge. Do you have any thoughts on the value that charter public schools might have — and also what role the national government should be playing in encouraging states to allow this kind of option at the local level? 2. Charter Schools: Minnesota has a good Crack record of providing choices to its student and their families through a variety of means, including interdistrict choice, alternative learning programs, and postsecondary enrollment options. Charter schools are another means for providing choices, and for strengthening parental and educator ownership of their schools. Within the context of the systemic reforms I described previously. I favor efforts to experiment with the charter school concept, provided adequate safeguards are in place to ensure that this does not become a vehicle for providing public funds to what otherwise would be a private school, nor used to resegregate students. I would be interested to hear your ideas about how we can work together to devise an appropriate federal role in this area. 3) One of the priorities for this year that I know the Chairman and I share is encouraging the co-location of health and other services in and around schools. And, yet, I think you know there are serious concerns on the part of many of my colleagues and many of our constituents that expanding school-based health services, in particular, could deteriorate into a stalemate over abortion. Do you have any thoughts on how that kind of stalemate could be avoided and how we can accomplish the larger goals behind co- locating health care and other services In and around schools despite strongly felt differences over abortion? 3. Health Care and Other Services: Health centers located in or near schools could provide cost-effective services for youth in our country, particularly preventive health care. This is important when large numbers of our children do not have health insurance and do not have access to health care. The schools are a logical place to deliver care to children. How these centers operate should be determined 105 by the local community and state officials. Currently, there arc an estimated 350 health centers in elementary, middle and high schools throughout the country. These centers are providing vital services. I would hate to see the provision of these services impeded by any saknatc that could develop over an abortion issue. Once I take office, I would welcome an opportunity to speak with you further in reference to your concerns. 4) Last year, the chairman and Senator Simon and I worked with Senator Bradley and others on a proposal for a new type of student loan program - a direct loan from the government, with every student eligible, regardless of Income, and with payments on the loan made on the basis of Income after graduation. That sounds a lot like what President-elect Clinton has been proposing as a part of his national service proposal. I wonder rf you could comment on what you see as some of the issues and objectives In the income-based loan repayment part of the President-elect's proposal— and also on what potential you see for either expanding or starting sooner the direct loan demonstration that the Chairman, and Senator Simon and I were able to get in last year's reauthorization of the Higher Education Act? 4. Direct Tending. Contingent Repayment and the Demonstration Project: I agree that the provisions of the Higher Education Amendments which provide for. a demonstrabon of the direct loan and income contingent repayment concept are quite consistent with the ideas President-elect Clinton advanced during the campaign. The existence of these provisions will enable us to get a quick start on this effort. As you know, the Administration's final proposal for this program is currently under discussion and development. As the planning progresses, 1 will look forward to receiving your suggestions. 5) I think you know that I was one of the leaders on our side a couple of years ago when this Committee drafted legislation creating the new Commission on National and Community Service. That legislation comes up lor reauthorization this year and seems to be logical vehicle for considering the new President's proposal for using some period of community as an alternative means of paying for higher education. There's a great deal of interest in the Congress and elsewhere in that proposal, but I must say I have serious concerns about suggestions that some period of service become a mandate or a requirement for eligibility for federal student aid. How do you personally feel about the issue of whether national service should become mandatory, or whether It should eventually replace existing federal loan and grant programs? 5. National Service The National Service concept was an important piece of the signature idea of the Clinton/Gore campaign. As currently envisioned, national service would simultaneously broaden opportunity for education, training, and economic empowerment, emphasize individual respoosibuity to give something back for this increased opportunity, and build community by bringing people together to address urgent national needs. Because there are students who may be in need of federal financial assistance, but who. for any number of reasons, are unable to commit themselves to national service, I believe thai the program should be based on voluntary, rather than mandatory, participation. 106 Nathcr President-Heel Clinton nor I believe thai national service should replace existing federal loan and grant programs- Pell grants and other federal financial assistance programs play an important role in helping to finance the education of students in need. They should remain in place. 6) Another significant initiative launched during the past several years to promote the design and development of inovative new schools Is the New American Schools Development Corporation (NASDC) I'm proud that one of the first NASDC grants was awarded to a group in Minnesota headed by Joe Nathan, director of the Center for School Change at the University of Minnesota's Humphrey Institute. I realize that NASDC Is a non-governmental organization - wtlh strong ties to the business community - and that It does not come under the direct authority of the Secretary of Education. Never-the- less, the future of NASDC - Including Its credlbnty and ability to raise funds — will depend on support and encouragement from the President and Secretary. My question has two parts: First, do you believe a private sector initiative like NASDC has a role to play in stimulating and supporting research and development on new and innovative schools? And, second, do you and the President anticipate playing an active role In support of NASDC's program? 6. New American .Schools Development Corporation fNASDCV The private sector certainly has an important role to play in stimulating and supporting research and development on new and innovative schools. It is difficult for me to know how active a role in support of NASDC either President-elect Clinton or I will play. The lessons learned from these experiments will be closely followed for possible dissemination. 7) As a former governor, I suspect you remain committed to the traditional preeminence of state governments in setting education policy in this country. Do you have any either general or specific thoughts on what a distinctive national government role should be in promoting education reform, and what might be done from the national level to support state-level initiatives, while not being overly prescriptive in what we do? 7. Education Reform in General: The federal government must work in tandem with the state and local levels to develop and achieve high standards and goals for building a high-performance educational system for the 21st century. Similar to what we did in South Carolina, we need to form a partnership with parents, teachers, communities, business leaders, and education leaders at all levels in order to make reaching our common goals everyone's responsibility. The federal government should take a leadership role and provide a national platform for advocating and promoting these goals. We have a special challenge to act together on federal strategies to achieve these goals. This will require actions across agencies. It will require less fragmentation and red tape. I will call on the employees in the Department of Education to devote their talents and energies to these same ends. They have vitally important contributions to make, and I intend to work with them to build a department that provides both the leadership and the support that educators throughout the country need and deserve. 107 Questions Submitted by Senator Dole to Governor Riley With Responses clotton's national service program 1} DURING THE CAMPAIGN, THB PRESIDENT-ELECT SAID HE WOULD HELP PEOPLE PAT FOR A. HIGHER EDUCATION THROUGH HIS RATIONAL SERVICE PROPOSAL. AE I UNDERSTAND IT, THIS PROGRAM WOULD ENABLE STUDENTS TO PAY OFF THEIR EDUCATIONAL DEBTS BT HOKAXHG IN A NEEDED AREA. DUE TO TR LACK OF SPECIFIC INFORMATION COS THIS PROGRAM, I WOULD APPRECIATE IT IF TOU COOT J) SHARE WITH US CERTAIN DETAILS . THE REASON I ASK IS BECAUSE IF THIS PR0GRAN HAS OPEN TO ALL 14 MILLION STUDENTS MHO ARE KNROT.TJff) IN INSTITUTIONS OP HIGHER EDUCATION, IT WOULD BUST THE BUDGET. AS A RESULT, I CAB ONLY HOPE THAT SUCH A STRONG PLANE OP MR. CXXNTCai'S CAMPAIGN WOULD BE BETTER THiilK-HT OUT THAH I HAVE HEARD. A) IS THIS PROGRAM A PILOT OR FULL-HLOWH HEM SYSTEM? HOW VAST smwata can participate? B) IT IT IS TO BE OPEN TO EVERYONE, IS THIS MOVE BY MR. CLINTON TO HAKE FEDERAL SDOCATIOH ASSISTANCE Alt EHTITLBCEHT? (Bl) IF IT IS AH EHTTTLEHEHT, AHD UMDERSTAMDIMG THAI ENTITLEMENTS ARE THE FASTEST GROWING AMD MOST UNMANAGEABLE PORTION OF OUR BUDGET, HOW DOSS BILL CUMXOB EXPECT TO CUT THB DETIdT IN BALF7 (B2) IF IT IS ROT AM BHTITLEMEHT, WHAT CRITERIA WOULD BE USED TO DETERMINE WHO WOULD BE ELIGIBLE? C) SINCE 1968, THB FEDERAL GOVERNMENT HAS GUARANTEED $L38 BILLIOH IN STUDENT LOAHS. CLOSE TO S65 BILLIOH OF THI6 AMOUNT IS STILL OUTSTANDING. WOULD PERSONS WHO HOLD THESE LOANS BE ABLE TO MAKE USB OF PRESIDENT-ELECT CLINTON'S PROPOSAL? D) HOW DO TOU INTEND TO PAY FOR THB NATIONAL SERVICE PROGRAM? E) WHEN DO YOU SEEK TO IMPLEMENT THIS PROGRAM? F) MEO WOULD MANAGE -rmt PROGRAM? THB DEPARTMENT OF EDUCATION SATS IT DOESN'T HAVE THE RESOURCES. DOES THAT MEAN THE PROGRAM'S ADKIHI STRATI 071 WOULD BE SPLIT BETWEEN EDUCATION AMD SOME OTHER DEPARTMENT, SUCH AS LABOR? IF 60, ISN'T THAT A BATHES INEFFICIENT METHOD OF MANAGING SUCH A COMPREHENSIVE PROGRAM? 1. National Service The concerns you raise regarding the President-Elect's national service proposal are appropnate and some of the same ones we are deliberating. I would be very interested in hearing your views about them. WAIVER AUTHOH7TT FOR THE SECRETARY 2 ) MOST DEPARTMENT SECRETARIES HAVE WAIVER AUTHORITY, YET EDUCATION DOES NOT. GIVEN THE EFFECTIVE USB WAIVERS HAVE HAD ON CREATING GREATER FLEXTBILrTT FOR MANY FEDERAL PROGRAMS, DO TOO BELIEVE THAT THE SECRETARY OF EDUCATION SHOULD HAVE THE AUTHORITY TO PRRE-UP THE TEACHING COMMUNITY FROM FEDERAL REGULATIONS THAT HINDER THE LEARNING PROCESS? I ASK. SINCE SUCH A POLICY WOULD BE CONSISTENT WITH THAT OF TOUR HOME STATE'S- 2. Flexibility I would welcome the opportunity to offer states and districts some flexibility for many programs along with appropriate accountability, especially as a way to keep states and districts meet the National Education Goals. Ml I I I II I I II I || I 108 3 9999 05982 588 3 WHO WILL COORDINATE SCTOQI'-TP-WORJ AND Jurm^XKHK- I82W-? 3) DURING THE CAMPAIGN CLINTON PLACED GREAT EMPHASIS OB THE TRANSmOH FROM SCHOOL- TO-WOKK AND RETRAINING I83UES. THESE ISSUES HAVE Hmm DHTICULT TO ADDRESS BECAUSE THET RHOUTRX A HIGH DKGKRNB OF COORDINATION BKTWEAM THE DEPARTMENTS OF EDUCATION AND LABOR. HOW DO TOO BELIEVE THE CLINTON ADMINISTRATION WILL AVOID SUCH CXWTROVKRST AND GET PEOPLE BACK TO WORT? WILL THI8 BE A • LABOR OR EDUCATION ISSUE? IP THAT HAS TET TO BE DECIDED, WHAT DO TOO SHE AS EDUCATION'S ROLE IK THIS ISSUB? 3. Fragmentation As a former Governor, I've long been troubled about the fragmentation in and among federal programs which require coordination There are important roles for the Education and Labor Departments, as weU as other federal agencies, in school-to-work and workforce training issues. I expect to work very closely with the Secretary's of Labor and Commerce in the design and implementation of these programs to ensure that the components each of us is responsible for are well managed and carefully coordinated. I will also strongly encourage the necessary coordination at the state and local level, among elementary and secondary education, postsecondary education, other state and local agencies, and business. MUTIONAT. TESTING 4) is H FAIR TO ASSUME THAT PRESIDENT-ELECT CLINTON, THRODGU TOO, WTT.t, SUPPORT NATIONAL TBSTING OF TEACHERS, SI3CE HE WAS OWE OF THE FrRST GOVERNORS TO IHFLKMEHT SUCH A PROGRAM AT A STATE" LEVEL? rP TOO ARE TO HOLD TEACHERS ACCOUNTABLE, SHOULD STTJDENT8 BE wttji TO THE SAKE SCRUTUrT? XP SO, DO TOO ADVOCATE ASSESSMENT THROUGH THE USE OF NATIOKAL TESTIHG? IF HOT, WHAT APPROACH DO TOO ADVOCATE FOR STRENGTHENING OUR EDUCATIONAL STSTBH? WOULD THE BI-PARTISAN AMERICA 2000 EFFORT AHD ITS SIX GOALS KB CONTINUED UNDER THE CLINTON ADMINISTRATION? 4. National Tests for Teachers Governor Clinton has said he will not support national testing of teachers, that it should remain a state decision. I support NAEP and the work being done by the National Education Goals Panel to encourage the setting of standards and the development of new assessment systems. Both Presidem- Elect Clinton and I strongly support the National Education Goals and are committed to providing leadership necessary for achieving them. Questions Submitted by Senator Hatfield to Governor Riley With Responses Concerning the Appointment of the Liaison for Community and Junior Colleges Within the U.S. Department of Education During consideration of the Higher Education Amendments of 199 2, Congress established a new position at the U.S. Department of Education entitled "Liaison for Community and Junior Colleges (now contained in section 202 of the Department of Education Organization Act). The Liaison is to serve as principal advisor to the Secretary on matters affecting community and junior colleges, is to provide guidance to programs within the Deportment dealing with functions affecting community and junior colleges, and is to work with the Federal Interagency Committee to improve coordination of education and job training programs. 109 This new position is to be held by an individual who has either been employed in a community or junior college setting for not less than 5 years or who has attained an associate degree from a community or junior college. The legislation called for the selection of this individual within six months — a deadline of. January 23, 1993- Axe you prepared to take immediate steps to fill this position? 1. Community and lunior CoMfyes liaison I wii: won; as quickly as I can to fill the position of Liaison for Community and Junior Colleges. Questions Submitted by Governor Wilson to Governor Riley With Responses There ha* been considerable discussion about the best Beans of defining and targeting educationally disadvantaged children inour country ror the purpose of allocating federal education funds tJnder the Chapter 1 progran. Wov nhonld rh* Chanter 1 PTperrnB flfffl *rTTpi» w. ajMOflSfl Bfl that redQral odugptjon dOllarB BCEP ar-r-nr*r«Ov roach thM« who truly are educationally tilflBaYantaqegl Growing numbers of our children reach the classroom door vith problems that affect their ability to learn. Children who are hungry, side, or abused are unable to learn, our schools offer us the best opportunity to ensure our children get the help they need to be productivo students. Today, teachers are often placed in the role of parents, social workers, poyebo legists, cops... roles for vhich they ore neither trained nor expected to fulfill. ffftflt role Yd to Imrtltnte refors? 1. FSEA Reauthorization of ESEA will be one of my first priorities as Secretary. I consider it a real opportunity to think about issues, like the one you mentioned, in a better way. I would be very interested to know your views. 2. Fomentation As a former Governor I've long been troubled about the fragmentation in the federal government. This has been especially problematic with respect to programs serving children and thar families. 1 am committed to doing what I can to bring about the necessary coordination among agencies of the federal government to better serve the children of our country. 3. National Education Goals President-Bect Clinton and I strongly support the National Education Goals. We are currently considering a number of proposals which will build on the efforts of the previous Administration, including more flexibility for states and districts. 110 [Whereupon, at 1 p.m., the committee was adjourned.] o